The why’s and how’s to inquiry science Stacy Rinehart

In 1996 The National Research Council defines inquiry as: What is Inquiry? In 1996 The National Research Council defines inquiry as: The diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Scientific inquiry also refers to the activities through which students develop knowledge and understanding of scientific ideas as well as an understanding of how scientists study the natural world.

What difference does inquiry make?

Origins of Science Inquiry Socrates:  Used the Socratic Method: a form of inquiry and discussion between individuals, based on asking and answering questions to encourage critical thinking. John Dewey and Joseph Schwab brought inquiry to science instruction discussions The space race brought about renewed attention in science instruction

What is Inquiry Learning? Students’ questions drive curriculum learning Encourages scientific thinking at their level by questioning, conducting research, and making discoveries on their own Teachers becomes a learner with the students Taps into previous experiences and knowledge All teachers can use it successfully

Structured Guided Student-Initiated Types of Inquiry Structured Guided Student-Initiated Teacher models and guides students Students follow specific teacher directions Students focus on an aspect of inquiry Teacher guides reasoning through discussion Students determine procedure Students focus on all aspects as teacher guides connections Students generates questions from a topic selected by the teacher Teacher defines learning goal Students focus on all aspects of inquiry Teacher guides reasoning only if necessary

4-H: “Learn by doing.” Three-Part Video Series on Inquiry: Why Should I Include Inquiry-Based Learning in Experiential Learning Activities? How Do I Use Inquiry-Based Learning with Youth? How Can I Better Facilitate Inquiry-Based Learning?

Ask open-ended questions Allow time Don’t “fix” things for them Main Points of Video 3 Teacher takes on the learner role with the students…you do not have to know all of the answers Coach instead of direct instruction. You are on the sidelines, let them play the game Ask open-ended questions Allow time Don’t “fix” things for them Understand your students and that their inquiry will happen at different rates

Teachers Initial Concerns How can I implement it in my classroom? Control of students when they are in charge of their own learning Lesson Planning Assessment of curriculum

True/Not True NOT TRUE You never teach kids facts. You never give notes/lecture. All you do is discovery learning.

True/Not True TRUE You cannot inquire about something unless you have a basis upon which to use as a foundation to your question.

How will inquiry lessons help students learn? Create their own answers to questions Are active in design, evaluation of data, and asking new questions Experience the cycle of learning Learn to think and problem solve themselves Realize that there is more than one way or tool to use to answer questions

Structured example of Inquiry Mechanical vs Chemical Digestion Lab Write down questions that you might have if you were going to try to conduct this lab in your class

Guided example of Inquiry Paper Helicopters

Think about a time where you made a paper airplane. What design did you use? What happened in the planes flight? What if you made a helicopter instead of a plane?

Paper helicopters Build the helicopter Does it work? How? Make at least TWO variations to the design. What change did you make in your design and why did you make that change? What happened? Why? Conclude and compare results

Student initiated example of Inquiry Speed and Your Group

Inquiry Makeovers Work with your group to add inquiry to a “cookbook” lab from your grade level Be ready to share with the group Include your “before and after” makeover