Inquiry Dr. Charles Ophardt EDU 370
Defining Inquiry Inquiry is how scientists study the natural world - Part of nature of science - Processes of science Inquiry as a Teaching Technique Problem solving Student centered Hand’s on Activities
Inquiry as a Process of Science Scientific method Question Hypothesis Experimentation controlling and changing variables Observations and Data Gathering Conclusions and Explanations
Inquiry - Process of Science II Scientific method A step-by-step process that may be followed in order to conduct scientific studies. Is quite restrictive in its scope. Scientists usually do not walk through the method sequentially. May form a new hypothesis during experimentation. Studies based upon observation in which no experimentation is performed are also valid scientific studies.
Inquiry - Process of Science III Hypothesis A student may tell you "A hypothesis is an educated guess.” This is not an adequate response. A hypothesis is a statement, based on previous observations, that can be tested scientifically.
Inquiry - Process of Science IV Observations and inferences. Observations describe an environment based on our five senses. Inference is bringing our past experience into making a judgment based on an observation. It is also the start of an explanation. Scientific facts are observable phenomenon in a particular situation. "Dinosaurs were cold-blooded" is not a scientific fact, because this phenomenon cannot be observed
Inquiry - Process of Science V Theories. In common usage, theories are often ideas that have not been validated. In science, a theory has a much stronger meaning. Scientific theories are broadly based concepts that make sense of a large body of observations and experimentation. Theories successfully tie together a huge amount of information that has been validated
Inquiry - Process of Science VI - Nature of Theories. Because inductive reasoning starts with data, scientific theories must be based on data. Scientific theories must be logically falsifiable. Scientific theories must be empirically testable, or lead to predictions or retrodictions that are testable. Scientific theories must make verified predictions or retrodictions. Scientific theories must concern reproducible results. Scientific theories must not postulate anything unnecessary.
Features of Classroom Inquiry Students engaged: Science questions and problems Give priority to evidence to develop and evaluate explanations Formulate explanation from evidence Evaluate explanations Communicate explanations
Inquiry Based Instruction Structured Inquiry Guided Inquiry Open Inquiry
Structured Inquiry Students given: Problem to solve Method to solve problem Necessary Materials But not expected outcomes Student expected to discover concept and generalize from data collected
Guided Inquiry Student need to: In addition to the items in structured inquiry, Must figure out their own method to solve the problem
Open Inquiry In addition to the items in structured inquiry, Must also formulate their own question Must figure out their own method to solve the problem Most closely “mimics” actions of scientists
Inquiry Models of Teaching Inductive Inquiry Discovery Learning Problem solving Deductive Inquiry
Inductive Inquiry Start with simple questions Observe lots of objects Gather information Find patterns Discover concepts and theories
Deductive Inquiry Reverse of Inductive Inquiry Give concepts, principles, or theories Activities are designed to help understand concept Look for evidence Apply concepts
Discovery Learning Very similar to deductive inquiry Designed to assimilate new concepts and principles Engaged in observing, measuring, Inferring, predicting, classifying
Problems Solving Can be student generated Not traditional numerical problems Can be more global in nature Could focus on process skills
References Inquiry Models of Teaching http://scied.gsu.edu/Hassard/mos/7.4.html Inquiry and NSES http://books.nap.edu/html/inquiry_addendum/ch2.html http://teacherlink.org/content/science/class_examples/Bflypages/nos.htm