Inquiry-Based Learning

Experiences and Observationsby Alan Huber and Roal Carlson

NC TEACH ECI 475February 27, 2012

Foundations Inquiry Based Learning

“Education begins with the curiosity of the learner.”

“We only think when confronted with a problem.”

-John Dewey, Democracy and Education

What is Inquiry Based Learning

Students learn by inquiry when they are in the role of investigator – observing, questioning, posing explanations, testing ideas, analyzing information, drawing logical conclusions, or building modelsInquiry-based teaching is a teaching method that combines the curiosity of students and the scientific method to enhance the development of critical thinking skills while learning science.

Inquiry as an Evolutionary Process

Traditional Hands-on Structured Guided Student

Directed Student

Research

Topic Teacher Teacher Teacher Teacher Shared

Question Teacher Teacher Teacher Shared Student

Materials Teacher Teacher Teacher Student Student

Procedures/ Design Teacher Teacher Shared Student Student

Results/ Analysis Teacher Shared Student Student Student

Conclusions Teacher Student Student Student Student

IBL What it is and what it isn’t

• Inquiry Based Learning vs Hands-On Science• Inquiry Based Learning vs Scientific Method• Inquiry Based Learning vs Problem Based

Learning (IBL vs PBL)• Inquiry Based Learning vs Project Based

Learning (IBL vs PBL)

Benefits of IBL

Student Centered Focus >– Develops student understanding of basic concepts

(construction their own learning)– Develops process and thinking skills– Engages students in the learning cycle– Builds greater awareness of the links between

Science, Technology and Culture– Allows for a diversity of learning styles– Enhances Reading and Writing Skills

Elizabeth Hammerman, 8 Essentials of Inquiry Based Science

Connections with 21st Century Goals can I steal this

ID like to use this

Inquiry-based learning is part of all areas surrounding the Core Subjects and Standards and Assessments. Students are expected to use technology in meaningful ways to help them investigate, collaborate, analyze, synthesize and present their learning. Often it can reflect the merging of technological tools/skills AND academic content. Teachers are expected to remain as the “Guides on the Side”.

Challenges of IBL

HARD TO DO WELL; ASKS A LOT FROM BOTH STUDENT AND TEACHER• Student motivation• Background Knowledge of students• Management of extended activities (both

student and teacher)• Practical Constraints of the learning context

(length of period, etc.)

North Carolina Science, Mathematics, and Technology Education Center, RTP, NC

Center for Inquiry-Based Learning, Duke University

Alan was a Teacher Link Program Fellow with North Carolina Science, Mathematics, and Technology Education Center (SMT),

Alan volunteered in the Teachers and Scientists Collaborating (TASC) program at CIBL supporting:

CIBL provides teachers with support for inquiry-based science teaching activities, such as professional development, science kit rentals, and contact with scientists to work with teachers.

• Investigating Weather Systems • Motion and Design

Alan’s Observations and Experiences with CIBL

• Trained with teachers:

1. Learned that teachers believe inquiry-based learning is doable and valuable2. Students like the inquiry-based activities3. Concern for time needed to complete the activity and be able to keep up with the course pacing guide.

• Classroom visitations with 5th graders. Found eager learners and behaved students. So what happens in 6th grade and beyond?

CIBL Vehicle - Motion & Design

What does NCDPI say about Inquiry-Based Learning?(www.ncpublicschools.org/docs/acre/standards/new-standards

New Standards - 2004• Engaging students in inquiry-based instruction is a critical way of

developing conceptual understanding of the science content that is vital for success in the twenty-first century.

• A well-planned science curriculum provides opportunities for inquiry, experimentation and technological design.

• Teachers, when teaching science, should provide opportunities for students to engage in "hands-on/minds-on" activities that are exemplars of scientific inquiry, experimentation and technological design.”

• Student engagement in scientific investigation provides background for understanding the nature of scientific inquiry. In addition, the science process skills necessary for inquiry are acquired through active experience.

NCDPI Provides Courses for Teachers – Examples

• LEARN NC Publishes Inquiry-Based Unit on Earth and Environmental Science In this unit, students explore the impact of human activity on the health of streams in urban and non-urban settings. Students mimic current scientific research by measuring physical, chemical, and biological indicators of stream health. Video demonstrations of various activities, including instructions for chemical measurements, are included.

• TEACHERS REPOSITORY STANDARD 3: TEACHERS KNOW THE CONTENT THEY TEACHC. Recognizes the Interconnectedness of Content Areas/Disciplines

Science 2.0: Using Web Tools to Promote Inquiry-Based Science 7th-12th, Science

Scientific Inquiry for Elementary Teachers Kindergarten-5th, Science.

Teaching Electricity and Circuits in the Elementary Classroom Kindergarten-5th, Science

Project Lead The Way (PLTW)(www.pltw.com)

• More than 400,000 students in more than 4,200 schools in all 50 states and the District of Columbia are taking PLTW STEM education courses during the 2011-12 academic year.

PLTW are inquiry/project-based pre-engineering programs that provide rich opportunities for students to develop communication, collaboration, and critical thinking and problem solving skills. Additionally, the programs include skill development with engineering technologies.

• Alan teaches:

Introduction to Engineering Design (IED). (Grades 9-10)Principles of Engineering (POE) (Grades 10-11)

POE is especially loaded with inquiry-based projects. The challenge is to remain the Guide on the Side during projects and follow the rigorous Pacing Guide (Academic Content).

Example 1 – Build a Compound Machine for POE

• Use the VEX Robotics Kit : See Classroom Demonstration Academic Content on 6 Simple Machines: Lever, Pulley. Wheel and Axle, Wedge, Screw and Inclined Plane was completed. The project is to work in a group of 3-4 and build a compound machine that will have a Mechanical Advantage greater than 1. Complete within 2 Days and be ready to make a classroom presentation during Day 3.

• Two Projects:

Example 2 – What's the Rule?This math game is played by a whole class. The teacher turns one number into

another using some combination of arithmetic operations. The object is for the students to figure out the rules and then perform those same operations on a new number without giving away the rules themselves.

Example:• 23 → 56 If nobody has an answer, give another example using the same process.

• 45 → 920Wow! This is not just addition! • Now somebody may notice that 4 * 5 = 20 and look back and notice that 2 * 3 = 6. This

reveals the possibility that the problem is a bit unconventional. This also might lead to the observation that 2 + 3 = 5 and 4 + 5 = 9. Problem solved. Add the digits for the first part; multiply the digits for the second part.

• 56 → 1130 5 + 6 = 11 and 5 * 6 = 30

The gum experiment

What will happen to the weight of a piece of gum after it has been chewed for five minutes?

What percent of gum is sugar?

Does gum lose mass when you chew it?

Why does gum get smaller when you chew it?

Why does gum lose its flavor so quickly?