Richard Suchman: Inquiry By Mike Dehnisch Bishop Lynch High School

Overview of the Model This model is closely related to the the problem solving models developed by Taba, Bruner and Schwab. This model utilizes a natural process of inquiry and critical thinking. This technique is most often used is subjects such as science, but can be used in almost all disciplines. Suchman’s Inquiry Model is closely related to the problem solving models that are use by Bunner, Schwab and Taba. This model uses (in my opinion) one of humans most important natural processes which is critical thinking. We use this process all the time to do various things from making up games as kids to figuring out what’s wrong car when you are stranded on the side of the road. As far as this model’s use in education, It is generally used in Science, but can work in many disciplines. This model can also be used for a wide range of age groups as well.

Suchman’s Inquiry Model 1. Discrepant event 2. Generation of Inferences 3. Observation of a Likely Answer 4. Research 5. Concluding Activity Here is a diagram showing the different steps that the students will move through this model. You can see the order that the steps they go through. Actually, this order is almost a abbreviated version of the scientific method….which may be why you find a lot of science teachers using this model.

Discrepant Event This is a type of problem that the students may know little to nothing about that is introduced by the teacher. Example: Why doesn't the snail inside this sealed terrarium die? The first step of this model is to introduce the students to some kind of problem to solve or some type of puzzling scenario to look into. The students are usually given a minimal amount of information…Depending on the age of the students, more information may be needed. As a biology and environmental science teacher, I choose this as an example. And of course, here’s my snail.

Generation of Inferences This is a question and answer period were the students will ask mostly “yes” or “no” questions to get information. This is information can help lead them into the next step of this process. This is a chance for the students to ask the teacher information about the problem or scenario that will give them in formation about the topic so that they can make knowledgeable effort towards researching the problem. This is good time for the teacher to sort of play naïve and ask the students some questions to see where they might be heading with the particular problem. This should give them enough information that they can think-up a possible solution, which is the next step.

Observation of a Likely Answer With the knowledge gathered in the question and answer period the students can start to make observations about the problem. With this information, the students can try to formulate an explanation of the observation. This is what is usually termed as a hypothesis. At this point, the students should have enough information that they formulate a possible solution. Depending on the problem, they may be able to state some observations. With that, they can try to explain the observation which we commonly know as a hypothesis.

Research After a hypothesis has been formulated, the students can then attempt to validate their hypothesis. This can be accomplished with many different mediums. More questions and answer sessions. Using the Internet, books and/or periodicals. Once the students have some type of possible explanation, this is the next step were they try to validate it. This may consist of asking more questions to either the teacher or someone who may have information concerning the matter. And most likely, using the Internet, books and other various sources.

Concluding Activity The sky is the limit on what can be done here. Depending on the problem that was presented, you may want the students to test there hypothesis with some type of experiment. Assessment can be accomplished by the students presenting their finding either orally or a written document. There are many different ways that a teacher could handle the concluding activity. The main idea is to use this as an assessment tool. Did the students understand the task set before them? If the problem was more of science problem, you might want the student to set-up some type of experiment to test there possible solution and maybe even carry out the experiment. Another concluding activity can be some type of presentation of their findings that supports their explanation of the problem.

Conclusion As an environmental science teacher, this model of teaching fits very well in my classroom. This method can also be used in other disciplines and at various ages. There is plenty of room for imagination with this model. I honestly think this model works very well in science. I have actually used a close variation of this model and I didn’t even know that someone had actually produced such a model. This model can be used at almost any age group. Of course, younger students will need more guidance and input form the teacher than older students. This model can also be used successfully in many other subjects such as history, math, government to name a few. There is room for imagination for both the teacher and the student, and our kids really need their imagination. The era we live in, with the prevalence of TV, video games and so forth, is doing a good job at taking the imagination away from our children. I think this model is a good why to help bring back some of that imagination.

Now Take the Quiz! http://motted.hawaii.edu/~quizuser/quizzes/mdehnisch/SuchmanQuiz.html