CEC-S4

Teaching Science Using Inquiry Approach

Written report
Submitted by: Stefany May P. Indico Catherine Joy S. Santillan IV-6 BEEd

February 27, 2012

CEC-S4

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, "multidisciplinary 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

CEC-S4

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
Describes a range of philosophical, curricular and pedagogical approaches to

DEFINITION
Describes a range of philosophical, curricular and pedagogical approaches to

CEC-S4

DEFINITION
Describes a range of philosophical, curricular and pedagogical approaches to

INTRODUCTION
Definition of "inquiry"
The essence of the inquiry approach is to teach pupils to handle situations which they encounter when dealing with the physical world by using techniques which are applied by research scientists. Inquiry means that teachers design situations so that pupils are caused to employ procedures research scientists use to recognize problems, to ask questions, to apply investigational procedures, and to provide consistent descriptions, predictions, and explanations which are compatible with shared experience of the physical world. "Inquiry" is used deliberately in the context of an investigation in science 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". Discovery assumes a realist or logical positivist approach to the world which is not necessarily present in "inquiry". Inquiry tends to imply a constructionist approach to teaching science. Inquiry is open-ended and on-going.

CEC-S4
Discovery concentrates upon closure on some important process, fact, principle, or law which is required by the science syllabus.

DIFFERENT STRATEGIES USED IN INQUIRY-LEARNING BASED

Inquiry Strategy 1: The pupil-centered inquiry model: "free inquiry"
Features common to the pupil centered on "free" inquiry approach: 1. Learning stems from seeking responses to questions about the physical world and pupils are encouraged to formulate the questions which interest them; 2. The search for understanding of one question invariably leads to the posing of other related questions so that investigation becomes a continuing event; 3. Questions, investigations, and learning are directly and immediately related to concrete (hands-on) experiences and activities undertaken by pupils; 4. Investigations stemming from the same topic may follow numerous paths so that many different activities may be occurring in the one class at the same time; 5. Questions, investigations and learning are all highly individualized so that it makes little sense for the teacher to have instructional 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 investigation undertaken thus, methods of evaluation other than class tests and examinations must be used; 7. The pupil exercises great deal of choice and shares responsibility for learning so a pertinent teacher pupil relationship must be developed; 8. The teacher has a number of key roles:

CEC-S4
(i) Provision of an appropriate question framework in the absence 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: structured laboratory inquiry

The authors of some books suggest that Schwab's inquiry approach is applicable to the Biological Sciences only. It is true that Schwab developed the inquiry approach in conjunction with his Biological Sciences Curriculum Study work, but the approach may be applied 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 to the pupil together with appropriate methodologies; Phase 2: Pupils structure the problem with teacher guidance so that the thrust of the problem is identified; Phase 3: Pupils "speculate" about the problem to identify the investigational difficulty or possible theoretical inconsistency; Phase 4: Pupils "speculate" about ways of dealing with the difficulties through further investigation, data reorganization, experiment design, or concept development. The approach is essentially reflective and judgmental with respect to investigations which have already been undertaken by research scientists. It is through the process of reflective criticism that the pupils learn the procedures and thought processes of research scientists and how to improve upon them. Some readers may recognize this as a means of facilitating metacognition. The principal role of the teacher is to guide pupils to the generation of hypotheses, interpretation of data, and the development of constructs which are seen as acceptable ways of interpreting the nature of the physical world.

CEC-S4
Inquiry Strategy 3: The Structured inquiry reasoning Suchman inquiry model:

The approach depends upon the use of known conditions, known variables, and existing data as a basis for teaching and practicing reasoning strategies which a research scientist might be expected to apply to the problem which the teacher has chosen as the focus. While the Schwab approach emphasizes reflective criticism, the Suchman model deals with the use of data, the formulation of questions, and the application of inference.

Inquiry Strategy 4: The "creating knowledge" model: an entry 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 includes motivator, facilitator, and class manager. In a similar fashion, the teacher has no role as direct transmitter of factual information. At this point, however, bthe approaches diverge. The "pupil centred model" is almost entirely devoted to continuous hands-on investigation in the laboratory or field. The "creating knowledge" model begins with the class in a conventional class teaching/seating arrangement with the teacher at the front of the class. The approach has substantial support from constructionist psychology. Piaget (1964) should be studied carefully in conjunction with the lesson plan. Social transmission and personal experience are the two most important means by which teachers may influence cognitive development and knowledge growth. Both are used here. Conflicts and disagreements resulting from group discussions or class debate are an important means of establishing the disequilibration of inappropriate knowledge schemes in preparation for further 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 not new. This accompanied the shift from a traditional or subject facts view of curriculum to a more open and flexible approach which could transcend familiar subject boundaries. The thematic assumptions: approach derives its validity from two sets of

CEC-S4
A. The nature of knowledgeKnowledge, it is argued is a function of one's personal integration of experience and therefore does not fall into neatly separate categories or "disciplines". This idea is explored in R.S. Bath: Open Education and the American School. Material presented to the pupil and any experiences the pupil may have are more meaningful and relevant if it occurs in a context which assists integration and helps the development of interlocking experience and idea networks devoid of artificially imposed boundaries. 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 their school environment, will show natural exploratory and learning behavior. This is a point which has been made by Jean Piaget and many other writers. A further belief is that pupils have both the competence and the right to make significant decisions concerning their own learning and that is a pupil has a choice, apart from exceptional circumstances, there will be full involvement and enjoyment associated with any activity the pupil has chosen to do. As a result of the effect of selfmotivation, more effective learning will take place.

The 5 E- Learning Cycle Model

CEC-S4
Engagem Connections facilitated between what pupils know and can ent
do. Object, event or question used to engage pupils.

Explorati Objects and phenomena are explored. on Hands-on activities, with guidance. Explanati New concepts and skills are introduced as conceptual clarity on
and cohesion are sought. Pupils explain their understanding of concepts and processes.

Elaborati Activities allow pupils to apply concepts in contexts, and build on or extend understanding and skill. on Evaluatio permit evaluation of pupil development and lesson n effectiveness.
Pupils assess their knowledge, skills and abilities. Activities

Engage: Learner has a need to know, therefore, defines questions, issues or problems that relate to his/her world.

CEC-S4
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.

CEC-S4
Materials Paint tray (the kind used for a paint roller) Pieces of grass (enough for each group) Potting soil Heavy clay like soil Rainmaker (paper cup with about ten tiny holes poked in the bottom) Water Engagement Take pupils on a walk outside the school building and ask them to note where the soil is worn away or seems to have collected. Before going on the walk you may want the children to e xplain 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 lower that the surrounding area; deposition - mounds of dirt, collection of soil or other materials in a certain spot, etc.) Upon returning to the classroom make a list of the sites where soil was worn away or collected. Examples: Bottom of slide under swing End of splash guard by rain spout at entrance to door Path leading to the playground at the bottom of hill/slope Do you notice anything different about these areas? (They are just dirt; no grass is growing here.) What do you think caused these changes? (Pupils are walking over them; water running through it.) Exploration Construct a model to investigate how these changes may have occurred. Provide materials so the pupils can construct their own model of a landscape. It should include a piece of sod, fine potting soil, and heavy clay like soil. Have them use a paint roller tray as the base of the landscape. Do not put any landscape materials in the bottom well; it should remain empty. Once pupils have constructed their models have them diagram

CEC-S4
and label their models and make a prediction as to what will happen if it "rains" on their landscape. One pupil pours a cup of water all at once into the rainmaker. Hold the rainmaker about 4 inches above the upper end of the landscape and slowly move it back and forth so the water "rains" down on the model landscape. Observe what happens to the landscape. When it is finished raining have the pupils observe the final effects of the rain on their landscape. Have pupils go back to their predictions and record what actually happened.

Explanation Tell me what some of your prediction were before it rained on your landscape. (Record on board.) What actually happened to your landscape when it rained on it? (Record so you can make comparisons.) How is your landscape different after the rain than before it rained on it? What happened to the soil? Where did it go? Why did this happen? Ask pupils share their ideas and understandings, record key phrases on the board. Some phases that may be valuable to your later discussion may include: Dirt and soil washed away The soil collected at the bottom of the slope The water hollowed out the soil The rain carried the soil down the hill When the water washed away the soil it formed a hole Relate their observations to the processes scientists observe over an extended period of time. Use pupil models to identify and label erosion and deposition. Have pupils work to create definitions for these terms. When you are sure pupils have a real understanding of the terms, formulate a final definition and post on board or chart in the classroom for future reference. Demonstrate the process of transportation and lead pupils to

CEC-S4
understand that it is the movement of soil particles from one place to another. Refer to the list generated during the engagement and have pupils make connections; they should use the new terms to discuss and explain what they saw. Help them to 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 their landscape, have the groups of pupils plan a method to decrease or eliminate erosion. Pupils should draw a diagram of the model planned and label the materials used in their landscape. They should write a short explanation explaining why they think this will work to curb erosion. (Tell pupils that you will provide the same materials that they used today and they are responsible for supplying the rest of the materials to build their new landscape tomorrow.) 2. Have pupils use a variety of resources and references to research various landmarks that are the result of these processes (e.g. Grand Canyon, Mississippi River Banks, etc.). You can then lead a class discussion on the topic: Erosion and Deposition - Help or Hindrance? Evaluation 1. Have photographs representing each process and have pupils identify and explain why they identified it as such. 2. Have pupils take a walk in their own neighborhood tonight to find examples of each process. They should draw and write one sentence telling what they observed. 3. Have pupils write their own definition and list an example for each process in their science journals.

REFERENCES
Peter Elbow. (1981). Writing with Power. New York: Oxford University Press, pp. 83-92.

CEC-S4
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