Inquiry Dr. Dennis S. Kubasko, Jr. EDN 406

Position Statement Teaching through Inquiry is but one process to engage our students A powerful tool! Question strategies Resources Different styles Experienced vs. Novice

Inquiry

Inquiry: Chiappetta Inquiry-Based Science Asking questions, resolving discrepancies, figuring out patterns, representing ideas, discussing information, and solving problems Historical Late 50’s and early 60’s Post-Sputnik initiative 1990’s reform minded recommendation AAAS, NRC, and DeBoer

Inquiry: Chiappetta Two Approaches to inquiry General inquiry: teaching science by inquiry Finding out about anything and everything Models scientists Scientific inquiry: teach science as inquiry Active student learning and the importance of understanding a scientific topic

Inquiry: Chiappetta Process rather than content Questions around student personal interests Students engage in authentic science process skills: stimulate same thinking patterns scientists use Discrepant events: puzzling students, causing then to wonder Inductive activities: Experience before vocabulary Deductive activities: vocabulary before experience Gathering information: variety of resources Problem solving

Inquiry: Hackett Inquiry: Both Means and Ends Inquiry as defined by the National Science Education Standards 1. Teaching Methods and Strategies 2. Content Problems with Science Educators Either / or Inquiry as a means, understanding subject matter an end Understanding subject matter as a means, Inquiry as an end

Inquiry: Hackett Inquiry as an outcome Attaining student outcomes in science subject matter understanding as an end Attaining student outcomes in inquiry-based skills and abilities as an end Full inquiry invokes both inquiry-based skills and abilities and science subject matter understanding as an end Achieving it all Science subject matter and scientific inquiry Guided and structured investigations Intellectual ownership Assessments

Inquiry: Martin-Hansen Defining inquiry National Research Council (2000): “inquiry into authentic questions generated from student experiences is the central strategy for teaching science.” Inquiry refers to the work scientists do when they study the natural world, proposing explanations that include evidence gathered from the world around them. Activities of students: posing questions, planning investigations, and reviewing what experimental evidence is already known

Inquiry: Martin-Hansen Open or full inquiry Student-centered approach that begins with a student’s question, followed by a student designing and conducting an investigation or experiment and communicating results Implementation: AP or Advanced classes Small class size Experienced teachers

Inquiry: Martin-Hansen Guided inquiry Teacher chooses the investigation for the student Teacher assists students develop the questions in class Implementation: Can lead into full inquiry Introduce complex phenomenon All levels of students, smaller classes

Inquiry: Martin-Hansen Coupled inquiry Combines a guided inquiry investigation with an open-inquiry investigation 5 steps: Invitation to inquiry, guided inquiry, open inquiry, inquiry resolution, assessment Implementation: Upper levels of students: Large classes Lower levels of students: Small classes

Inquiry: Martin-Hansen Structured inquiry Directed inquiry by the teacher Cookbook lesson implementation Endpoint or product is known Limited student engagement Implementation: All levels: Large classes Teacher can take away components Beginning of the teacher evolution process

Inquiry: Koballa et al. The Spectrum of Scientific Literacy: Koballa NSES defines scientific literacy as “the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs and economic productivity.” Educational goal? Something achievable by all students at the end of a period of instruction

Inquiry: Koballa et al. Three-dimensional framework 1. Level of scientific literacy Range of understanding and abilities that enable people to function to different degrees in our scientific orientated world Seven levels Figure 1: DNA Figure 2: General Expectations now? Levels IV or V on many science related topics Novice teacher verses experienced teacher Where should we expect our students to be?

Inquiry: Koballa et al. Multiple Domains Profile of teacher understanding Biology, Physics, EES, Chemistry Student profiles Scientific Literacy as a value Different degrees of value for scientific literacy Social-cultural issue…does society have a need for scientific literacy? Cloning? Stem-cell research? Missile defense system? Global warming? Life-long objective