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Inquiry Based Learning
Donna BarrettCenter for Education Integrating Science, Mathematics and Computing
Objective – to learn about apples Observe an apple and list all of the observations
you can make the apple Why or how does each observation contribute to
our knowledge about apples? Observe the artificial apple. Cross out the
observations no longer valid.
apple
pomum
Inquiry Cube Activity
What are the characteristics of inquiry learning?
Adapted from material presented by Dr. Malcolm Butler at the Georgia Science Teachers Association in February of 2003. His presentation was based on activities described in the National Academy of Sciences book titled Evolution and the Nature of Science.
Adapted from "Inquiry and the National Standards" by the National Research Council.
5 Essential Features of Inquiry1. Learners are engaged by scientifically oriented
questionswhy how
2. Learners give priority to evidence which allows them to develop and evaluate scientifically oriented questions
3. Learners formulate explanations from evidence to address scientifically oriented questions
4. Learners evaluate their explanations5. Learners communicate and justify their proposed
explanations.
Adapted from "Inquiry and the National Standards" by the National Research Council.
Characteristics of Inquiry
Inquiry taps into the natural curiosity of children Students conceptualize a question Student seek possible explanations that respond to
that question Students design and conduct investigations,
manipulate variables With technical facts and vocabulary students often
fail to see how this knowledge is useful in the future
Types of Inquiry
Structured Inquiry – teacher provides the students a hand-on activity; procedures, materials, but NOT the expected outcomes
Guided Inquiry – teacher provides materials and the problem to investigate; students devise their own procedure to solve the problem
Open Inquiry – similar to guided inquiry with the students formulating their own problem to investigate
5 E Inquiry ModelEngage Activity which focuses the students attention;
hook
Explore Activity which gives students time to think and investigate/test/make decisions/problem solve and collect information
Explain Activity which allows students to analyze their exploration; time to reflect and clarify misconceptions
Extend Activity which expands and solidifies student thinking and/or apply to real world setting
Evaluate Activity which allows the teacher for assess student performance and understandings
Cookbook to Inquiry
Are we addressing the 5 essential questions of inquiry in the labs we currently use with students?
What is a cookbook lab? How can we transform a lab to be more
inquiry oriented?
“Rethinking Laboratories.” The Science Teacher, September 2003
Cookbook to Inquiry
“Rethinking Laboratories.” The Science Teacher, September 2003
Adaptation Principles - Questions Change the purpose statement of the activity
into a question Involve students in activities where they
generate questions to investigate Make the question relevant to students
“Rethinking Laboratories.” The Science Teacher, September 2003
Cookbook to Inquiry
Adaptation Principles – Evidence Throw away the “recipe” (or parts of it)
and/or give students, groups or the class opportunities to define variables, develop procedures, set up data tables and make predictions
“Rethinking Laboratories.” The Science Teacher, September 2003
Cookbook to Inquiry
Adaptation Principles – Explanation Postponing the teacher’s explanation until after the
lab and shifting the responsibility of explanation to students
Expect students to develop evidence-based explanations as a central step of all lab work
Provide students opportunities to work and talk to together
Engage students in the analysis of data by looking for patterns, evidence and logic to support it
“Rethinking Laboratories.” The Science Teacher, September 2003
Cookbook to Inquiry
Adaptation Principles – Communication Provide opportunities to present
explanations to other audiences through discussion, writing and drawing
Ask students to evaluate the logic of their explanations in terms of evidence
“Rethinking Laboratories.” The Science Teacher, September 2003
Inquiry Analysis Tool – does the material….1. Engage the learners in scientifically oriented
questions?2. Ask learners to give priority to evidence?3. Encourage learners to formulate explanation
from evidence?4. Ask learners to evaluate their explanations in
light of alternative explanations?5. Expect learners to communicate and justify their
proposed explanations?