written by Cody Sandifer

This study investigated small-group discussions in an inquiry-based middle school science classroom. The purpose of the study was to determine the teacher and curriculum factors that provide support (or not) for students' sense-making discussions. To do this, two student groups were videotaped as they participated in force/motion activities. Analysis revealed that focused "sense-making activities", free-body diagrams, energy diagrams, and related real-world activities produced deeper student understanding.

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Published August 4, 2004
Last Modified May 9, 2012

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