1. Field-based Inquiry
Dr. Lo Tin Yau Joe
12/9/2009

2. 1. Inquiry - meanings answering questions ?
exploring causes and solving problems ?
confronting issues ?
clarifying values?
constructing/reconstructing concepts?

3. 2. Inquiry – a strategy/process
observation→ raising questions→ making predictions→ testing hypotheses→ creating theories and conceptual models
other alternative pathways?

4. 3. Model of social inquiry
Doubt-concern
Problem formulation
Formulation of hypotheses
Theory - values
Definition of terms - Conceptualization
Collection of data
Evaluation and analysis of data
Testing hypotheses:
Driving generalizations and theories
Beginning inquiry anew

5. 4. Planning and designing
reference to the curriculum guide/ unit or lesson plan (connectivity/curriculum fit)
backward mapping – learning outcomes (concepts? skills? values?)
what to teach and learn? how to teach and learn? how to assess?

6. 5. Inquiry in LS
knowledge is socially constructed and mediated (conceptual changes)
connectivity – space, time , space+time
perspective consciousness→
perspective transformation
values clarifications/conflict resolutions

7. 6. Inquiry instruments/methods
textual – multi-text
dialogic –questioning?
social
scientific

8. 7. Bedrock challenging assumptions problematizing the unproblematic
seeing old issue in new frame and context
knowledge is tentative…subject to contextual and temporal changes

9. 8. Pre-trip prior knowledge/concepts and skills of students
designs – inquiry issues/research agenda, instruments/methods, activities/learning/assessment tasks, expected learning outcomes, assessment rubrics, extension activities
data to be collected (multiple sources)
group? individual?

10. 8. Pre-trip (con’t) part to whole
formal and informal curricula – inter-linkage
background information/resources
pre-trip briefing session(s) and/or workshops (if necessary)

11. 9. In the field overview→ specific
group work – one site + multiple tasks or multiple sites +one task
inter-exhibit/inter-site connectivity
inquiry process and context –interdisciplinary?
interactive – people and objects; people and people

12. 9. In the field (con’t) time on tasks
observational? descriptive? explanatory? affective? exploratory? comparative?
diverse abilities and responses (unintended outcomes?)
teacher’s observation and field notes for debriefing

13. 10. Post-trip
data interpretation and analysis (triangulation) – distinguishing facts from opinions
oral presentations (jigsawing) and peer reviews for improvement
deficiencies and remedies
written or non-written reports

14. 10. Post-trip (con’t) self-reflection and meta-cognition
feedback for assessment
re-conceptualization
extension activities?

15. 11. Some problems and issues to be addressed:
peripheral contents＞ core/key concepts
discrete contents/facts ＞ learning experiences
inquiry questions → fact finding? (frame of reference? scope/sequence? flow?)
worksheets - connectivity
isolated/orphan skills

16. 11. Some problems and issues to be addressed (con’t)
level of difficulties – low? high?
transferability of knowledge through application?
repetitions＞ variations (levels of progression)
cognitive＞ non-cognitive (social, contextual/physical, affective, behavioural)
technology-assisted?

17. data interpretations ＞ data analysis (triangulation)?
evidence-based ?
curriculum-connected?
educative rubrics?
learning in action through reflections?