Inquiry 150424135738-conversion-gate01

Inquiry Approach to Learning Science

Dr. Nancy Allen College of Education

Qatar University

Objectives

5/16/14 2

• Develop an operational definition of inquiry learning.

• Discuss several models of inquiry learning, including guided discovery, problem-‐based learning, and the 5-‐E model.

• Develop inquiry activities and 5-‐E lesson plans.

3 5/16/14

What is inquiry?

4 5/16/14

Inquiry

• More than hands-‐on; it’s “Brains-‐on”

• Problem-‐solving

•  Critical thinking

5 5/16/14

What is inquiry?

[Inquiry] takes place most notably in problem solving situations where the learner draws on his own experience and prior knowledge to discover the truths that are to be learned.

Clark, D. 1999

6 5/16/14

What is inquiry?

Instead of being 'told' the content by the teacher, it is expected that the student will have to explore examples and from them 'discover' the principles or concepts which are to be learned.

Snelbecker, 1974, p. 425

7 5/16/14

Inquiry •  Advantages

•  Supports active engagement of the learner in the learning process

•  Fosters curiosity

•  Enables the development of life long learning skills

•  Personalizes the learning experience

•  Highly motivating as it allows individuals the opportunity to experiment and discover something for themselves

•  Builds on learner's prior knowledge and understanding

8 5/16/14

Inquiry Ideas

•  Smithsonian

•  Social Studies Lesson Plans -‐-‐ Inquiry-‐based lesson plans

•  Science Links – Lesson Plans arranged by standard

•  2868 Inquiry Lesson Plans for Science Reviewed by Teachers

•  Imagine the Universe – Inquiry-‐based lessons in math and science developed by NASA

•  The Teacher’s Guide – Inquiry-‐based lesson in mathematics

What is inquiry?

•  Your text: “Inquiry is the careful and systematic method of asking questions and seeking explanations.” p. 43

•  Dewey (1910): “…active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends." p. 2

•  Suchman: “inquiry is the way people learn when they're left alone."

5/16/14 9

Inquiry: A set of skills/ a type of activity

•  Making observations

•  Posing questions

•  Locating / evaluating / organizing information

•  Planning and conducting investigations

•  Collecting and evaluating data

•  Proposing answers, explanations, and predictions

•  Critically evaluating the results and explanations of others

5/16/14 10

Inquiry Models

• Discovery, or Guided Discovery

• Problem-‐based Instruction

•  5-‐E Lessons

5/16/14 11

Inquiry Models

•  Constructivist

• Hands-‐on

• Open-‐ended

• Question Driven

•  Learner Centered

5/16/14 12

Inquiry learning: Supported by

•  Brunner •  Piaget •  Rousseau •  Pestalozzi • Dewey •  Papert

…and by research.

5/16/14 13

Guided Discovery

•  What all these models share:

•  Explore precedes explain

•  Questions precede

answers •  Students interact with

concepts to construct their own meanings

•  What is unique to guided discovery:

•  Progressive

explanation •  Extensive structure •  Clear, defined goal

5/16/14 14

What is guided discovery?

Discovery learning is a method of instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments

5/16/14 15

Ormrod, 1995, p. 442.


•  The mantra of this philosophical movement suggests that we 'learn by doing'. Discovery learning takes place in problem solving situations where the learner draws on his own experience and prior knowledge.

5/16/14 16 Wikipedia: Discovery learning


5/16/14 17

Discovery learning takes place most notably in problem solving situations where the learner draws on his own experience and prior knowledge to discover the truths that are to be learned.

Clark, D. 1999


5/16/14 18

The ... discovery learning mode requires that the student participates in making many of the decisions about what, how, and when something is to be learned and even plays a major role in making such decisions. Instead of being 'told' the content by the teacher, it is expected that the student will have to explore examples and from them 'discover' the principles or concepts which are to be learned.

Snelbecker, 1974, p. 425

19 5/16/14

Hands-‐on

20 5/16/14

Why hands on?

•  That’s the way people learn, especially children.

21 5/16/14

Piaget

Figure 1. Davis, Hummel, & Sauers (2006)

22 5/16/14

23 5/16/14

“We know that learning is a matter of

making connections between the brain cells

and that the experiences our student have

shape their brains.

… the strongest connections are often made

through concrete experience.

(Wolfe, n.d.)

Why hands-‐on?

Discovery learning

• Hands-‐on (concrete experiences)

5/16/14 24

BUT…

•  It is more than hands-‐on (experiential). It is also brains on (inquiry).

5/16/14 25

Eureka!

5/16/14 26

This is the basic premise of discover learning.

Where does the “guided” come in?

•  Teachers have found that discovery learning is most successful when students have prerequisite knowledge and undergo some structured experiences. (Roblyer, Edwards, and Havriluk, 1997, p 68).

5/16/14 27

Where does the “guided” come in?

Novice learners don’t think like experts.

•  Experts have acquired a great deal of content knowledge that is organized in ways that reflect a deep understanding of their subject matter.

•  Experts notice features and meaningful patterns.

•  Experts “chunk” information.

5/16/14 28 , Bransford, Brown, and Cocking (1999)

Let’s play!

5/16/14 29

Let’s think about footprints.

1.  When you make footprints in mud, do the prints you make differ if you are walking or running? How?

2.  Can you tell from several footprints in mud which came first? How?

3.  If we don’t have all the information we need, could we get it from other sources? What sources could help us solve this mystery?

5/16/14 30

What can you do as an instructor to

guide students?

•  Structure questions in advance. Answers to the questions should require the targeted knowledge and skills.

• Arrange the questions in order of increasing understanding.

5/16/14 31

Practice

•  Think about a lesson in your discipline that requires in depth understanding.

•  List the targeted knowledge and/or skills and put them in order.

5/16/14 32


guide students?

•  Identify the isolated facts that students need to understand complex concepts. Provide a means to acquire those facts.

5/16/14 33


guide students?

•  Identify the isolated facts that students need to understand complex concepts. Provide a means to acquire those facts.

• Bird feet

• Dinosaur feet

5/16/14 34


guide students?

• Help students “chunk” facts and identify patterns.

• Helping students identify patterns is one of the strongest thinking skills you can give them.

5/16/14 35

Recognizing Patterns

5/16/14 36

Alligator’s foot Duck’s foot

Otter’s foot

Recognizing Patterns

5/16/14 37

Alligators

Otters Ducks All


guide students?

•  Check for understanding by requiring students to apply what you think you taught them in new contexts.

• Ask questions such as: • What would happen if…. • What would you predict would be the results if… •  In what other cases might this same thing be true?

5/16/14 38

Guided Discovery – A Summary

•  Advantages

•  Supports active engagement of the learner in the learning process

•  Fosters curiosity

•  Enables the development of life long learning skills

•  Personalizes the learning experience

•  Highly motivating as it allows individuals the opportunity to experiment and discover something for themselves

•  Builds on learner's prior knowledge and understanding

5/16/14 39

Guided Discovery

• Disadvantages

• Potential to confuse the learner if no initial framework is available

5/16/14 40

Don’t forget the GUIDE part of

guided discovery.

5/16/14 41

A Lesson Planning Model

•  5-‐E Model (BSCS from the 1980s)

• Based on inquiry methods and learning cycle design

•  The BSCS 5E Instructional Model is grounded in sound educational theory, has a growing base of research to support its effectiveness, and has had a significant impact on science education.

5/16/14 42

BSCS Description

First, students are engaged by an event or question related to the concept that the teacher plans to introduce. Then the students participate in one or more activities to explore the concept. This exploration provides students with a common set of experiences from which they can initiate the development of their understanding. In the explain phase, the teacher clarifies the concept and defines relevant vocabulary. Then the students elaborate and build on their understanding of the concept by applying it to new situations. Finally, the students complete activities that will help them and the teacher evaluate their understanding of the concept. This 5-‐E model is based on a constructivist philosophy of learning (Trowbridge & Bybee, 1990). 5/16/14 43

The Model

explore

explain

evaluate

extend

engage

5-‐E Model

Engage

Activity which will focus student’s attention, stimulate their thinking, and

access prior knowledge.

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. Student’s

understanding is clarified and modified through a reflective activity.

Extend

Activity which expands and solidifies student thinking and/or applies it to a

real-‐world situation.

Evaluate

Activity which allows the teacher to assess student performance and/or understandings of concepts, skills,

processes, and applications.

Engage Suggested Activities

• Demonstration

• Reading

• Free Write

• Analyze a Graphic Organizer

• KWL

• Brainstorming

Engage What the Teacher Does

• Creates Interest.

• Generates curiosity.

• Raises questions.

• Elicits responses that uncover what the students know or think about the concept/topic.

Engage What the Student Does

• Asks questions such as, Why did this happen? What do I already know about this? What have I found out about this?

• Shows interest in the topic.

Explore Suggested Activities

• Perform an Investigation

• Read Authentic Resources to Collect Information

• Solve a Problem

• Construct a Model

Explore What the Teacher Does

•  Encourages the students to work together without direct instruction from the teacher.

• Observes and listens to the students as they interact.

• Asks probing questions to redirect the students’ investigations when necessary.

• Provides time for students to puzzle through problems.

Explore What the Student Does

•  Thinks freely but within the limits of the activity.

•  Tests predictions and hypotheses.

•  Forms new predictions and hypotheses.

•  Tries alternatives and discusses them with others.

• Records observations and ideas.

•  Suspends judgment.

Explain Suggested Activities

•  Student Analysis & Explanation

•  Supporting Ideas with Evidence

•  Structured Questioning

• Reading and Discussion

•  Teacher Explanation

•  Thinking Skill Activities: compare, classify, error analysis

Explain What the Teacher Does

•  Encourages the students to explain concepts and definitions in their own words.

• Asks for justification (evidence) and clarification from students.

•  Formally provides definitions, explanations, and new labels.

• Uses students’ previous experiences as basis for explaining concepts.

Explain What the Student Does

•  Explains possible solutions or answers to others.

•  Listens officially to others’ explanations.

• Questions others’ explanations.

•  Listens to and tries to comprehend explanations the teacher offers.

• Refers to previous activities.

• Uses recorded observations in explanations.

Extend Suggested Activities

• Problem Solving

• Decision Making

•  Experimental Inquiry

•  Thinking Skill Activities: compare, classify, apply

Extend What the Teacher Does

•  Expects the students to use formal labels, definitions, and explanations provided previously.

•  Encourages the students to apply or extend the concepts and skills in new situations.

•  Reminds the students of alternative explanations.

•  Refers the students to existing data and evidence and asks, What do you already know? Why do you think . . .?

•  Strategies from Explore apply here also.

Extend What the Student Does

• Applies new labels, definitions, explanations, and skills in new, but similar situations.

• Uses previous information to ask questions, propose solutions, make decisions, and design experiments.

• Draws reasonable conclusions from evidence.

• Records observations and explanations.

•  Checks for understandings among peers.

Evaluate Suggested Activities

• Any of the Previous Activities

• Develop a Scoring Tool or Rubric

•  Test (SR, BCR, ECR)

• Performance Assessment

• Produce a Product

•  Journal Entry

• Portfolio

Evaluate What the Teacher Does

•  Observes the students as they apply new concepts and skills.

•  Assesses students’ knowledge and/or skills.

•  Looks for evidence that the students have changed their thinking or behaviors.

•  Allows students to assess their own learning and group-‐process skills.

•  Asks open-‐ended questions, such as: Why do you think. . .? What evidence do you have? What do you know about x? How would you explain x?

Evaluate What the Student Does

• Answers open-‐ended questions by using observations, evidence, and previously accepted explanations.

• Demonstrates an understanding or knowledge of the concept or skill.

•  Evaluates his or her own progress and knowledge.

• Asks related questions that would encourage future investigations.

Let’s Summarize

• GIve an operational definition of inquiry learning that describes its distinctive characteristics. These include such criteria as questioning, observing, experimenting, challenging, etc.

• Recognize inquiry-‐based activities. Characteristics may include: hands-‐on activities, open-‐ended, constructivism, collaboration, analysis, etc.

5/16/14 65

Let’s Summarize

•  List skills that support inquiry, such as asking questions, designing and conducting experiments, gathering and analyzing data, measuring, etc.

•  Explain why “hands-‐on” is important, but not sufficient .

5/16/14 66

Let’s Summarize

• Discuss the rationale behind the 5-‐E Lesson Model, which includes: •  Learning theory research •  Inquiry learning research •  Piaget’s theories of development •  Piaget’s theories of learning •  Other psychologists’ theories •  5E research students

5/16/14 67

Let’s Summarize

• Give the steps in the 5-‐E Model and examples of each. Tell what kinds of things the teacher may be doing an what kinds of things the students may be doing in each stage. •  Engage •  Explore •  Explain •  Extend •  Evaluate

5/16/14 68

5/16/14 69

Altec (2007). Trackstar. University of Kansas. Available from the Internet at http://4teachers.org

Arcidiacono, L. (2007). Get your kicks on route 66: Webquest. Available from the Internet at http://www.liciaarcidiacono.altervista.org/

Bransford, J.; Brown, A.; & Cocking, R. (Eds). (2000). How people learn: Brain, mind, experience, and school. National Academy Press.

Clark, D. (1999). Time capsule of training and learning. Available from the Internet at http://www.nwlink.com/~donclark/hrd/history/history.html

Conway, J. (1997). Educational technology’s effect on models of instruction. Available from the Internet at http://copland.udel.edu/~jconway/EDST666.htm

Martin, K. (2000). Alternative modes of teaching and learning. University of Western Australia, Centre for Staff Development Available from the Internet at http://www.csd.uwa.edu.au/altmodes/

Dewey, J. (1910). How we think. Retrieved on January 4, 2009, from http://www.archive.org/details/howwethink000838mbp

Dodge, B. (2007). Webquest Homepage. Department of Educational Technology, San Diego State University. Available from the Internet at http://webquest.org/search/index.php

References

5/16/14 70

•  Inquiry Models of Teaching (n.d.). Available from the Internet at http://scied.gsu.edu/Hassard/mos/7.4.html

•  MSNBC (2007). Early-bird fossil features dinosaur feet. Available from the Internet at http://www.msnbc.msn.com/id/10283203/

•  Norman Bird Sanctuary (2000). Bird adaptations: Feet. Available from the Internet at http://www.normanbirdsanctuary.org/feet_adaptations.shtml

•  Ormrod, J.E. (1995). Human Learning (2nd ed.). New Jersey, Prentice Hall.

•  Physics 2000. (2000). Resonance. Available from the Internet at http://www.colorado.edu/physics/2000/microwaves/standing_wave2.html

•  Roblyer, M. D., Edwards, J., Havriluk, M. A. (1997). Integrating educational technology into teaching. Saddle River, New Jersey: Merrill/ Prentice Hall

•  •Snelbecker, G. E. (1974). Learning theory, instructional theory, and psychoeducational design. New York: McGraw-Hill

•  Suchman, J. R. (1967). Inquiry box teacher's handbook. Chicago, Illinois: Science Research Associates, Inc.

•  Virtual Field Trips. (n.d.). Available from the Internet at http://www.uen.org/utahlink/tours/fieldtrips2.htm

•  Wikipedia Foundation (2007). Wikipedia encyclopedia Available from the Internet at http://en.wikipedia.org/wiki/

References

Inquiry 150424135738-conversion-gate01

Education

Transcript of Inquiry 150424135738-conversion-gate01