Inquiry Based Learning Donna Barrett Center for Education Integrating Science, Mathematics and...

Inquiry Based Learning

Donna BarrettCenter for Education Integrating Science, Mathematics and Computing

Objective – to learn about apples Observe an apple and list all of the observations

you can make the apple Why or how does each observation contribute to

our knowledge about apples? Observe the artificial apple. Cross out the

observations no longer valid.

apple

pomum

Inquiry Cube Activity

What are the characteristics of inquiry learning?

Adapted from material presented by Dr. Malcolm Butler at the Georgia Science Teachers Association in February of 2003. His presentation was based on activities described in the National Academy of Sciences book titled Evolution and the Nature of Science.

Adapted from "Inquiry and the National Standards" by the National Research Council.

5 Essential Features of Inquiry1. Learners are engaged by scientifically oriented

questionswhy how

2. Learners give priority to evidence which allows them to develop and evaluate scientifically oriented questions

3. Learners formulate explanations from evidence to address scientifically oriented questions

4. Learners evaluate their explanations5. Learners communicate and justify their proposed

explanations.

Adapted from "Inquiry and the National Standards" by the National Research Council.

Characteristics of Inquiry

Inquiry taps into the natural curiosity of children Students conceptualize a question Student seek possible explanations that respond to

that question Students design and conduct investigations,

manipulate variables With technical facts and vocabulary students often

fail to see how this knowledge is useful in the future

Types of Inquiry

Structured Inquiry – teacher provides the students a hand-on activity; procedures, materials, but NOT the expected outcomes

Guided Inquiry – teacher provides materials and the problem to investigate; students devise their own procedure to solve the problem

Open Inquiry – similar to guided inquiry with the students formulating their own problem to investigate

5 E Inquiry ModelEngage Activity which focuses the students attention;

hook

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; time to reflect and clarify misconceptions

Extend Activity which expands and solidifies student thinking and/or apply to real world setting

Evaluate Activity which allows the teacher for assess student performance and understandings

Cookbook to Inquiry

Are we addressing the 5 essential questions of inquiry in the labs we currently use with students?

What is a cookbook lab? How can we transform a lab to be more

inquiry oriented?

“Rethinking Laboratories.” The Science Teacher, September 2003

Cookbook to Inquiry

“Rethinking Laboratories.” The Science Teacher, September 2003

Adaptation Principles - Questions Change the purpose statement of the activity

into a question Involve students in activities where they

generate questions to investigate Make the question relevant to students

“Rethinking Laboratories.” The Science Teacher, September 2003

Cookbook to Inquiry

Adaptation Principles – Evidence Throw away the “recipe” (or parts of it)

and/or give students, groups or the class opportunities to define variables, develop procedures, set up data tables and make predictions

“Rethinking Laboratories.” The Science Teacher, September 2003

Cookbook to Inquiry

Adaptation Principles – Explanation Postponing the teacher’s explanation until after the

lab and shifting the responsibility of explanation to students

Expect students to develop evidence-based explanations as a central step of all lab work

Provide students opportunities to work and talk to together

Engage students in the analysis of data by looking for patterns, evidence and logic to support it

“Rethinking Laboratories.” The Science Teacher, September 2003

Cookbook to Inquiry

Adaptation Principles – Communication Provide opportunities to present

explanations to other audiences through discussion, writing and drawing

Ask students to evaluate the logic of their explanations in terms of evidence

“Rethinking Laboratories.” The Science Teacher, September 2003

Inquiry Analysis Tool – does the material….1. Engage the learners in scientifically oriented

questions?2. Ask learners to give priority to evidence?3. Encourage learners to formulate explanation

from evidence?4. Ask learners to evaluate their explanations in

light of alternative explanations?5. Expect learners to communicate and justify their

proposed explanations?