Teaching Science using Inquiry Approach

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Teaching Science Using

Inquiry Approach

Written report

Submitted by:

Stefany May P. Indico

Catherine Joy S. Santillan

IV-6 BEEd

February 27, 2012


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Outline of the Written Report

1)Introduction

2)Definition of Inquiry-Based Learning

3)Characteristics of Inquiry-Based Learning

4)Different Strategies used in Inquiry-Learning Based

a) Inquiry Strategy 1: The pupil-centered inquiry model: "free inquiry"

b) Inquiry Strategy 2: The Schwab inquiry model: structured laboratory

inquiry

c) Inquiry Strategy 3: The Suchman inquiry model: Structured inquiry

reasoning

d) Inquiry Strategy 4: The "creating knowledge" model: an entry point for

pupil negotiated inquiry

e) Inquiry Strategy 5: The theme-based model: pupil centred, "multi-

disciplinary free inquiry"

f) Five E-Learning Cycle Model

5)Assessment

a) Setting up new learning situation

b) Observing how they proceed with new investigation

c) Listening to the pupils discussion

6)Example

7)Referemces


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DEFINITION

Describes a range of philosophical, curricular and pedagogical

approaches to learning.

An instructional method developed during the discovery

learning movement of the 1960s.

A form of active learning.

Also known as problem-based learning.

Characteristics

CHARACTERISTICS


approaches to

DEFINITION


approaches to


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DEFINITION


approaches to

INTRODUCTION

Definition of "inquiry"

The essence of the inquiry approach is to teach pupils to handlesituations which they encounter when dealing with the physical worldby using techniques which are applied by research scientists. Inquiry

means that teachers design situations so that pupils are caused toemploy procedures research scientists use to recognize problems, toask questions, to apply investigational procedures, and to provideconsistent descriptions, predictions, and explanations which arecompatible with shared experience of the physical world.

"Inquiry" is used deliberately in the context of an investigation inscience and the approach to teaching science described here."Enquiry" will be used to refer to all other questions, probes, surveys,or examinations of a general nature so that the terms will not be

confused.

"Inquiry" should not be confused with "discovery". Discoveryassumes a realist or logical positivist approach to the world which isnot necessarily present in "inquiry". Inquiry tends to imply aconstructionist approach to teaching science. Inquiry is open-endedand on-going.


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Discovery concentrates upon closure on some important process,fact, principle, or law which is required by the science syllabus.

DIFFERENT STRATEGIES USEDIN INQUIRY-LEARNING BASED

Inquiry Strategy 1: The pupil-centered inquiry model: "freeinquiry"

Features common to the pupil centered on "free" inquiry approach:

1. Learning stems from seeking responses to questions about thephysical world and pupils are encouraged to formulate thequestions which interest them;

2. The search for understanding of one question invariably leadsto the posing of other related questions so that investigationbecomes a continuing event;

3. Questions, investigations, and learning are directly andimmediately related to concrete (hands-on) experiences and

activities undertaken by pupils;

4. Investigations stemming from the same topic may follownumerous paths so that many different activities may beoccurring in the one class at the same time;

5. Questions, investigations and learning are all highlyindividualized so that it makes little sense for the teacher to haveinstructional lessons for the whole class;

6. The rate of progress is determined by the capacity of each

pupil and the difficulty or complexity of the investigationundertaken thus, methods of evaluation other than class testsand examinations must be used;

7. The pupil exercises great deal of choice and sharesresponsibility for learning so a pertinent teacher pupilrelationship must be developed;

8. The teacher has a number of key roles:


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(i) Provision of an appropriate question framework in theabsence of any pupil questions;

(ii) Helper and facilitator of pupil investigations;(iii) Motivator, class manager and disciplinarian;(iv) Interested listener, challenger and evaluator

Inquiry Strategy 2: The Schwab inquiry model: structuredlaboratory inquiry

The authors of some books suggest that Schwab's inquiryapproach is applicable to the Biological Sciences only. It is true thatSchwab developed the inquiry approach in conjunction with hisBiological Sciences Curriculum Study work, but the approach may beapplied to any area of science and the extract should be studied with

this in mind.

The Schwab model of inquiry teaching proposes a four phase "syntax":

Phase 1: The teacher "proposes" an area of investigation tothe pupil together with appropriate methodologies;Phase 2: Pupils structure the problem with teacher guidanceso that the thrust of the problem is identified;Phase 3: Pupils "speculate" about the problem to identify theinvestigational difficulty or possible theoretical inconsistency;

Phase 4: Pupils "speculate" about ways of dealing with thedifficulties through further investigation, data reorganization,experiment design, or concept development.

The approach is essentially reflective and judgmental withrespect to investigations which have already been undertaken byresearch scientists. It is through the process of reflective criticism thatthe pupils learn the procedures and thought processes of researchscientists and how to improve upon them. Some readers mayrecognize this as a means of facilitating metacognition.

The principal role of the teacher is to guide pupils to thegeneration of hypotheses, interpretation of data, and the development

of constructs which are seen as acceptable ways of interpreting the

nature of the physical world.


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Inquiry Strategy 3: The Suchman inquiry model:Structured inquiry reasoning

The approach depends upon the use of known conditions, known

variables, and existing data as a basis for teaching and practicingreasoning strategies which a research scientist might be expected toapply to the problem which the teacher has chosen as the focus. Whilethe Schwab approach emphasizes reflective criticism, the Suchmanmodel deals with the use of data, the formulation of questions, and theapplication of inference.

Inquiry Strategy 4: The "creating knowledge" model: anentry point for pupil negotiated inquiry

This approach to inquiry teaching shares some features of the"pupil centred model" to the extent that the teacher's role includesmotivator, facilitator, and class manager. In a similar fashion, theteacher has no role as direct transmitter of factual information. At thispoint, however, bthe approaches diverge. The "pupil centred model" isalmost entirely devoted to continuous hands-on investigation in thelaboratory or field.

The "creating knowledge" model begins with the class in aconventional class teaching/seating arrangement with the teacher atthe front of the class. The approach has substantial support from

constructionist psychology. Piaget (1964) should be studied carefully inconjunction with the lesson plan. Social transmission and personalexperience are the two most important means by which teachers mayinfluence cognitive development and knowledge growth. Both are usedhere. Conflicts and disagreements resulting from group discussions orclass debate are an important means of establishing thedisequilibration of inappropriate knowledge schemes in preparation forfurther knowledge growth.

Inquiry Strategy 5: The theme-based model: pupil centred,

"multi-disciplinary free inquiry"

The idea of "theme" or a "thematic approach" to teaching is notnew. This accompanied the shift from a traditional or subject facts viewof curriculum to a more open and flexible approach which couldtranscend familiar subject boundaries.

The thematic approach derives its validity from two sets ofassumptions:


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A. The nature of knowledge-Knowledge, it is argued is a function of one's personal

integration of experience and therefore does not fall into neatlyseparate categories or "disciplines". This idea is explored in R.S.

Bath: Open Education and the American School. Materialpresented to the pupil and any experiences the pupil may haveare more meaningful and relevant if it occurs in a context whichassists integration and helps the development of interlockingexperience and idea networks devoid of artificially imposedboundaries.

B. The nature of pupils' learning.-This includes the belief that pupils, who are encouraged to

do so by the non-threatening and supportive nature of theirschool environment, will show natural exploratory and learning

behavior. This is a point which has been made by Jean Piaget andmany other writers. A further belief is that pupils have both thecompetence and the right to make significant decisionsconcerning their own learning and that is a pupil has a choice,apart from exceptional circumstances, there will be fullinvolvement and enjoyment associated with any activity thepupil has chosen to do. As a result of the effect of self-motivation, more effective learning will take place.

The 5 E- Learning Cycle Model


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Engage: Learner has a need to know, therefore, defines questions,

issues or problems that relate to his/her world.

Engagem

ent

Object, event or question used to engage pupils.

Connections facilitated between what pupils know and can

do.

Explorati

on

Objects and phenomena are explored.

Hands-on activities, with guidance.

Explanati

on

Pupils explain their understanding of concepts and processes.

New concepts and skills are introduced as conceptual clarity

and cohesion are sought.

Elaborati

on

Activities allow pupils to apply concepts in contexts, and build

on or extend understanding and skill.

Evaluatio

n

Pupils assess their knowledge, skills and abilities. Activities

permit evaluation of pupil development and lesson

effectiveness.


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Investigate (Explore):Learner gathers, organizes, interprets,

analyzes, evaluates data

Explain and Clarify: Learner clarifies understandings discovered,

reaches conclusions or generalizations and communicates in varying

modes and forms.

Expand:Learner applies these conclusions or generalizations to

solve problems, make decisions, perform tasks, resolve conflicts or

make meaning

Evaluation- Learners are assesses base on their knowledge,

skills ans abilities on the subject matter

ASSESSMENT

A teacher may assess his pupils by setting up new learning

situation. He may construct or develop a scenario wherein the pupils

will think and do investigate to solve the problem. He could also ask

the pupils to draw an illustration. Added to that, the teacher could

assess the inquiry abilities of his pupils by observing how his pupils

proceed with new investigation. Furthermore, he could also listen to

the pupils discussion to hear how the pupils perform the activity or

investigate and to have the desired outcome.

EXAMPLE

5 E Model Science Lesson

Objective:

Pupils will observe and describe the processes of erosion,transportation, and deposition by creating a physical model.


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Materials

Paint tray (the kind used for a paint roller)Pieces of grass (enough for each group)

Potting soilHeavy clay like soilRainmaker (paper cup with about ten tiny holes poked in the

bottom)Water

Engagement

Take pupils on a walk outside the school building and askthem to note where the soil is worn away or seems to havecollected. Before going on the walk you may want the children to

explain what they will look for or what are the signs that soil

has worn away or built up? (Suggested answers may include:erosion - puddles, hollowed out areas, areas that dip or are lowerthat the surrounding area; deposition - mounds of dirt, collectionof soil or other materials in a certain spot, etc.) Upon returning tothe classroom make a list of the sites where soil was worn awayor collected.

Examples:

Bottom of slide under swingEnd of splash guard by rain spout at entrance to doorPath leading to the playground at the bottom of

hill/slope

Do you notice anything different about these areas? (Theyare just dirt; no grass is growing here.)

What do you think caused these changes? (Pupils arewalking over them; water running through it.)

Exploration

Construct a model to investigate how these changes mayhave occurred. Provide materials so the pupils can constructtheir own model of a landscape. It should include a piece of sod,fine potting soil, and heavy clay like soil. Have them use a paintroller tray as the base of the landscape. Do not put anylandscape materials in the bottom well; it should remain empty.Once pupils have constructed their models have them diagram


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and label their models and make a prediction as to what willhappen if it "rains" on their landscape.

One pupil pours a cup of water all at once into therainmaker. Hold the rainmaker about 4 inches above the upper

end of the landscape and slowly move it back and forth so thewater "rains" down on the model landscape. Observe whathappens to the landscape. When it is finished raining have thepupils observe the final effects of the rain on their landscape.Have pupils go back to their predictions and record what actuallyhappened.

Explanation

Tell me what some of your prediction were before it rainedon your landscape. (Record on board.)

What actually happened to your landscape when it rainedon it? (Record so you can make comparisons.)

How is your landscape different after the rain than before itrained on it?

What happened to the soil? Where did it go? Why did thishappen?Ask pupils share their ideas and understandings, record keyphrases on the board. Some phases that may be valuable to yourlater discussion may include:

Dirt and soil washed awayThe soil collected at the bottom of the slopeThe water hollowed out the soilThe rain carried the soil down the hillWhen the water washed away the soil it formed a hole

Relate their observations to the processes scientistsobserve over an extended period of time. Use pupil models toidentify and label erosion and deposition. Have pupils work tocreate definitions for these terms. When you are sure pupils havea real understanding of the terms, formulate a final definitionand post on board or chart in the classroom for future reference.Demonstrate the process of transportation and lead pupils to


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understand that it is the movement of soil particles from oneplace to another. Refer to the list generated during theengagement and have pupils make connections; they should usethe new terms to discuss and explain what they saw. Help themto understand that they just used water to simulate erosion,

transportation, and deposition, but it can also be caused by wind,people, animals, etc.

Elaboration

1. using the same paint roller tray as the base for theirlandscape, have the groups of pupils plan a method to decreaseor eliminate erosion. Pupils should draw a diagram of the modelplanned and label the materials used in their landscape. Theyshould write a short explanation explaining why they think thiswill work to curb erosion. (Tell pupils that you will provide the

same materials that they used today and they are responsible forsupplying the rest of the materials to build their new landscapetomorrow.)

2. Have pupils use a variety of resources and references toresearch various landmarks that are the result of theseprocesses (e.g. Grand Canyon, Mississippi River Banks, etc.). Youcan then lead a class discussion on the topic: Erosion andDeposition - Help or Hindrance?

Evaluation

1. Have photographs representing each process and havepupils identify and explain why they identified it as such.

2. Have pupils take a walk in their own neighborhoodtonight to find examples of each process. They should draw andwrite one sentence telling what they observed.

3. Have pupils write their own definition and list anexample for each process in their science journals.

REFERENCES

Peter Elbow. (1981). Writing with Power. New York: Oxford University Press,

pp. 83-92.


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http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.html

http://www.thirteen.org/edonline/concept2class/inquiry/

http://www.ndtwt.org/Blackboard/P2SST2/inqu.htm

http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htm

http://bjsep.org/getfile.php?id=88
http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.htmlhttp://www.thirteen.org/edonline/concept2class/inquiry/http://www.ndtwt.org/Blackboard/P2SST2/inqu.htmhttp://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.htmlhttp://www.thirteen.org/edonline/concept2class/inquiry/http://www.ndtwt.org/Blackboard/P2SST2/inqu.htm

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Teaching Science using Inquiry Approach