1. INQUIRY LEARNING IN PRIMARY SCHOOL
Hanno Saks

2. Who is controlling the process of learning?
high
Open inquiry
Directed inquiry
Teacher
low
high
Selle skeemi mõte on demonstreerida, kuidas suunatud uurimuslikus õppes on nii õpetaja kui õpilased kõige aktiivsemad. Kui õppetöös kasutatakse ainult õpikut (textbook), siis ei huvita see ei õpetajat ega õpilast – tegelikult juhib õpik kogu õppeprotsessi (seega õpiku autorid), kui õpetaja on väga aktiivne, siis ta mässab katsetega, näeb hullult vaeva, kuid kui need on „kokaraamatu katsed“ (tee nii ja tee ni, …), siis õpilasi see ka palju ei huvita. Avatus uurimuslik õpe (open inquiry) – hea alguse klassid – õpilased tegelevad sellega, mis neid huvitab, kuid õpetaja ei juhenda ega juhi. Suunatud uurimuslik õpe – programm on koostatud hierarhilisel põhimõttel – lihtsamalt keerulisemale – koostöös on huvitav nii õpilastel kui õpetajal, kõik on aktiivselt asja kallal.
Demonstrations and “cook-book” activities
Textbook
Student
low

3. Directed learning by discoverING?
Study process based on curriculum
Discover by doing by hand
Learning process based on understanding
There will form complete understanding of the world and developing scientific thinking
Students learn to express themselves by writing and also orally
Obtaining high level cognitive skills
Obtaining social skills

4. WHY INCQUIRy LEARNING?
New curriculum assumes that students are creative and innovative
How students study the best? Chidren are natively curious. They don’t affraid to be mistaken
How really things are?
Did inquiry learning helps students to be more creative?

5. Why inquiry learning is good?
Inquiry learning supports the principle of equality
Every student can participate in a process
Students are creative, innovative
Learning environment is mainly active, student-oriented
Learning process offers students satisfaction and experience of success
Students maintains the desire to study for a life
Joy School - /Koolirõõm/

6. CREATIVITY AND Innovation expert Ken Robinson from Greate Britain
Education should direct us to the future which right now we can’t grasp
All children are extreamly gifted
Our education leaves students without creativity

7. problems of manifestation of creativity in estonian schools
Our curriculums are build up mainly for logical- rational thinking, to remember information. Creative thinking expects integration of different information and based on that find unusual connections.
Today’s learning process in Estonian shcool is still not enough supportive for creativity, not enough differential and because of that lot of gifted students looses their inner motivation to participate activly in a learning process.

8. problems of manifestation of creativity in estonian schools
Creative thinking is connected to divergent thinking. This means some diffusion of thoughts.
How school today takes students with divergetial thinking? They are not widely recognized...
Student with original thinking have oftenly not very excellent behavior. They are oftenly cumbersome.

9. CHAINESE PROVERB
I hear, and I forget, I see, and I remember, I do, and I understand!

10. SEQUENCE OF STC UNITS 1 2 3 4 5 6 Magnets and Motors
Technology of Paper
Measuring Time
Experiments with Plants 6
Floating and Sinking
Food chemistry
Ecosystems
Microworlds 5
Electric Circuits
Motion and Design
Land and Water
Animal Studies 4
Sound
Chemical Tests
Rocks and Minerals
Plant Growths & Development 3
Balancing and Weighing
Changes
Soils
The Life Cycles of Butterflies 2
Comparing and Measuring
Solids and Liquids
Weather
Organisms 1
Selles tabelis on üks USA-s kasutusel olev avastusõppe teemade loetelu. Meie oleme võtnud teemasid mitmest süsteemist, seetõttu on meil lisaks näiteks teema „Meeled“, „Pallid ja kaldpinnad“. Need on pärit õppesüsteemist „INSIGHT“.

11. Herbert Simon 1978 Nobel price in economics
What is the meaning of “KNOWING”?
“REMEMBER AND REPEAT” or
“FIND AND USE”?
Mis on „teadmine“? Kas meelde jätta ja üles öelda või leida ja osata kasutada? Tänapäeval kõige teadmine ei tule kõne allagi – infotulv on nii võimas – sega peaksid lapsed õppima infot leidma ja kasutama!

12. Bruce Albert's President of Academy of Science of USA 1993-2005
“Science at school is
something that
YOU DO,
not something that is
DONE FOR YOU”
Käelise tegevuse olulisus – Õpilased ise teevad koolis, mitte õpetaja ei tee neile midagi valmis!

13. Johannes Käis Teacher of science and educationalist 1885 - 1950
Don’t do things for students that they could do themselves!
Don’t tell students answers, if they are able to discover those themselves!

14. INQUIRY SCIENCE FOR PRE-SCHOOL
Senses
Weather
Comparing and measuring
Liquids
Colors

15. INQUIRY SCIENCE FOR PRIMARY SCHOOL
Solids and liquids
Senses
Comparing and measuring
Weather
Changes
Organisms
Magnets ja motors
Life cycles of butterflies
Food chemistry

16. SEQUENCE OF DEVELOPMENT OF SCIENTIFIC REASONING SKILLS
Grades
OBSERVING, MEASURING, IDENTIFYING PROPERTIES
SEEKING EVIDENCE RECOGNIZING PATTERNS AND CYCLES
IDENTIFYING CAUSE AND EFFECT, EXTENDING THE SENSES
DESIGNING & CONDUCTING CONTROLLED EXPERIMENTS 1 X 2 3 4 5 6

17. Steps of learning cycle
Focusing: Students and teacher will clarify and demonstrate what they already know about the topic. They mutually define their goals and working questions.
Exploring: students make predictions about the topic, then they investigate and explore the objects and phenomena of interest. They are documenting their work in notebooks.
Reflecting: Children will discuss the results of their observations and reconcile their ideas. They themselves express what they have learned from the theme or sub-theme.
Applying : The children discuss and apply their new ideas in new situations.
See on mingil määral uurimusliku õppe printsiip. Veel paremini olen seda seletanud skeemiga – kuidas töötavad teadlased – lisan eestikeelse!

18. How to investicate in inquiry learning?
Phenomenon and
our knowledge
What do we want
to know?
Predictions – how
things could be?
How to investigate:
Practical sequence?
Facilities
Loodusteaduslik uurimismeetod lk 20
Experiment
Did predictions
fulfilled?
Documentation 18

19. ICT equipment used in classroom
BYOD – Bring Your Own Device
Smart classroom
Tests and feedback
A lot of Apps

20. ICT influence to the Inquiry process
Test-boxes vs. Apps
Define and find additional information needed
Based on additional information rethink a hypothesis
Try to find some different connections between information gathered

21. ICT equipment in expression process
Documentation