Students investigate the driving question by asking and refining questions, making plans, designing experiments, debating ideas, collecting and analyzing information and data, drawing conclusions and communicating their ideas and findings to others. Products or Artifacts. As a result of performing these inquiries, students develop a series of artifacts or products that represent their knowledge in a variety of ways. Artifacts must be feasible and cognitively rich and their production must help students understand ideas and issues related to the driving question. Students, teachers and individuals outside the classroom collaborate to investigate a driving question.
Students discuss and try out their ideas and challenge the ideas of others.
Students will be able to interact with a wider community of knowledgeable individuals to share information, data, resources and ideas. Use of Cognitive Tools. Computers are used as cognitive tools to help learners represent and share ideas, and to support students' research efforts. Technology helps make the classroom environment more authentic to students by connecting them to primary science resources and to expertise not otherwise available in the classroom. Technology also allows students to manipulate, construct, and revise their own representations easily.