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