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Why Inquiry Why Inquiry
Inquiry TeachingInquiry Teaching
Traditional Traditional ApproachApproach
(Expository)(Expository)In FavorIn Favor
Fast, efficient and easyFast, efficient and easy
In OppositionIn OppositionTeacher seen as an authority figureTeacher seen as an authority figure
Treats subject matter and methods separatelyTreats subject matter and methods separately
Rarely allows for understanding of the nature of Rarely allows for understanding of the nature of sciencescience
““problem solving” is too simplistic view of scienceproblem solving” is too simplistic view of science
Traditional problem solving leads student to Traditional problem solving leads student to believe that science is “finding the correct believe that science is “finding the correct equation”equation”
Inquiry-oriented Inquiry-oriented methodsmethods
Get students to do science by following Get students to do science by following steps inherent in the processsteps inherent in the process
ObservingObserving
Defining a problemDefining a problem
HypothesizingHypothesizing
Identifying and controlling variablesIdentifying and controlling variables
Collecting and interpreting dataCollecting and interpreting data
Drawing conclusionsDrawing conclusions
Strengthen higher-order level thinking Strengthen higher-order level thinking skillsskills
Inquiry students outperform expositor student in test of Inquiry students outperform expositor student in test of higher level thinking (Lott, 1983)higher level thinking (Lott, 1983)
Inquiry students, though covering less subject matter, Inquiry students, though covering less subject matter, perform equally well when low-level cognitive processes perform equally well when low-level cognitive processes are assessed (Lott, 1983)are assessed (Lott, 1983)
Traditional vs. Traditional vs. InquiryInquiry
Traditional practicesTraditional practicesEmphasizes knowledge of facts, laws, and theoriesEmphasizes knowledge of facts, laws, and theoriesUtilizes labs as verification exercisesUtilizes labs as verification exercisesEmphasizes application of knowledgeEmphasizes application of knowledge
Inquiry Practices:Inquiry Practices:Emphasizes the understanding of the nature of Emphasizes the understanding of the nature of sciencescienceIntegrates labs into course discussion (contextual Integrates labs into course discussion (contextual learning)learning)Emphasizes higher level cognitive skillsEmphasizes higher level cognitive skills
Which would you see as being more effective in Which would you see as being more effective in preparing scientifically literate students?preparing scientifically literate students?
Role of the Role of the teacherteacher
Encourages thinking, questioning, and discussionEncourages thinking, questioning, and discussion
Encourages debate/discussionEncourages debate/discussion
Provides a variety of levels and paths for Provides a variety of levels and paths for investigationinvestigation
Works as a fellow investigatorWorks as a fellow investigator
Avoids appeals to authorityAvoids appeals to authority
Maintains an atmosphere conductive to inquiryMaintains an atmosphere conductive to inquiry
Places emphasis on “How do I know the material Places emphasis on “How do I know the material of this course?” rather than “What must I know in of this course?” rather than “What must I know in this course?”this course?”
Role of the Role of the StudentStudent
Makes observations, collects and interprets Makes observations, collects and interprets datadata
Formulates hypotheses, creates and conducts Formulates hypotheses, creates and conducts experimentsexperiments
Works out relationships of cause and effectWorks out relationships of cause and effect
Relates independent and dependent variablesRelates independent and dependent variables
Uses reasoning abilityUses reasoning ability
Draws conclusions on the basis of dataDraws conclusions on the basis of data
Defends conclusions on the basis of dataDefends conclusions on the basis of data
Teacher Teacher Perceived Perceived
ProblemsProblemsTime and energyTime and energy
Too slowToo slow
Risk too highRisk too high
Student immaturityStudent immaturity
Teaching habitsTeaching habits
DiscomfortDiscomfort
Too expensiveToo expensive
ReferencesReferencesLillain McDermott, University of Lillain McDermott, University of WashingtonWashington
APS Research in Physics EducationAPS Research in Physics Education
““Teaching by telling is an ineffective Teaching by telling is an ineffective mode of instruction for most students”mode of instruction for most students”
““Facility in solving standard quantitative Facility in solving standard quantitative problems is not an adequate criterion for problems is not an adequate criterion for functional understanding.”functional understanding.”
http://www.aps.org/educ/edou15.htmlhttp://www.aps.org/educ/edou15.html