1. Intro to Inquiry

4. Johnny’s Current Mark :
30% K/U 26 %
30% T/I 20 %
20% C 17 %
20% A 12 %
100 % 75%

5. Categories of Knowledge and Skills
Knowledge and Understanding, K/U
Thinking and Investigation, T/I
Communication, C
Application, A

8. Students must be given opportunities to learn through investigation.”
MOE, Science Grades 9 and 10 Revised p. 19

9. Investigations
provide key opportunities for students to extend their understanding in science.
also enable students to develop the scientific skills and attitudes required to explore phenomena and events and to solve problems.
Ministry of Education, 2008

10. Investigation could be…
Inquiry/Experimentation
The diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work.
Research
Investigations aimed at seeking the discovery and interpretation of facts, revisions of accepted theories or laws in light of new facts, or practical application of such new or revised theories or laws.
Technological Problem Solving
The ability to design solutions to problems through the creation of models of new devices or new processes.
Ministry of Education, 2008
In the science 9-12 document we have divided Investigation into inquiry and research. Both are very important to science and have been given explicit expectations throughout the curriculum document.

11. What is Inquiry?
Inquiry involves students in a form of active learning that emphasizes questioning, data analysis, and critical thinking
National Science Education Standards , Science Teacher, Oct 2005

12. Inquiry or not? Building a model of carbon dioxide
Measure a volume in a graduated cylinder
Assembling a collections of organisms from a field study
Crushing an Alka-Seltzer tablet to determine the effect of surface area on the rate of reaction of Alka-Seltzer and water

13. Levels of Inquiry Description and examples 1 2 3 4 Inquiry Level
Confirmation – Students confirm a principle through an activity in which the results are known in advance. 2
Structured Inquiry – Students investigate a teacher-presented question through a prescribed procedure 3
Guided Inquiry – Students investigate a teacher-presented question using student designed/selected procedures 4
Open Inquiry – Students investigate topic-related questions that are student formulated through student designed/selected procedures

14. Levels of Inquiry Description and examples 1 2 3 4 Inquiry Level
Confirmation –e.g., students confirm that the total mass of reactants equals the total mass of products in a chemical reaction 2
Structured Inquiry – e.g., students use prescribed procedure to investigate the masses of reactants and products in a chemical reaction [before learning the Law] 3
Guided Inquiry – e.g., students design an experiment to investigate the masses of reactants and products in a chemical reaction 4
Open Inquiry – e.g., students investigate their own questions about chemical reactions

15. How do they differ? Degree of openness
Placement of experiments relative to content lesson
Cognitive demands

16. Most common labs used in schools:
level 1 and level 2 inquiry
level 3: rare
Level 4: very rare

17. How structured or guided should instruction be?

18. The Challenges of Level 3 and Level 4 Inquiry:
Safety issues
Time-consuming