For example: Groups of students in a science class are
discussing a problem in physics. Though the teacher knows the "answer" to the problem, she focuses
on helping
students restate their questions in useful ways. She prompts
each student to reflect on and examine his or her current
knowledge. When one of the students comes up with the
relevant concept, the teacher seizes upon it, and indicates
to the group that this might be a fruitful avenue for
them to explore. They design and perform relevant experiments.
Afterward, the students and teacher talk about what they
have learned, and how their observations and experiments
helped (or did not help) them to better understand the
concept.
