INQUIRY-DISCOVERYINQUIRY-DISCOVERY
The term "inquiry" is associated with an open-ended and ongoing
process while the term "discovery" appears to focus on
the end product.
some views on inquiry:
• "... see inquiry as an exercise of the mind."• "... the essentials of inquiry are design and
debate. "• "... inquiry is a way of knowing. "• "... nature of inquiry is not in the posing of
questions, but in the process of... "• "... inquiry is a tool for constructing personal
meanings of science concepts,..."• " ...from the science perspective, inquiry
oriented instruction engages pupils in the investigative nature of science."
Those who inquire exert “ an effort to discover something new to the inquirer, though not something new to the world.
Inquiry
DISCOVERY
• a student who is able to acquire a new fact, concept, principle, or solution through the inquiry , then the student is making a discovery.
Distinction
Discovery Learning• The students are
provided with data.
• Ascertain the particular principle hidden in the lesson objective through questioning.
Inquiry Learning• The goal is for
students to develop their own strategies
• To manipulate and process information.
INQUIRY-DISCOVERY ORIENTATED SCIENCE
INSTRUCTION
• “ Inquiry is the [set] of behaviours involved in the struggle of human beings for reasonable explanations of phenomena about which they are curious."
• So, inquiry involves activity and skills, but the focus is on the active search for knowledge or understanding to satisfy a curiosity.
Continue …..
• Focus on inquiry always involves: collection and interpretation of
information in response to wondering and exploring.
Children using their senses to observe and using instruments to extend the power of their senses
Children work on their own to discover basic principles.
• the heart of the inquiry in teaching-learning science is a positive environment that encourages, supports and nurtures pupils on their learning paths.
..old saying
• Tell me and I forget, • Show me I remember, • Involve me and I
understand
Characteristics of science inquiry pupils must be immersed in a dynamic process involving all or
most of the following processes:
• exploring and observing the environment and the world around them;
• identifying problems by raising questions and hypotheses;• designing investigations;• analysing and interpreting data to construct meanings, relationships
and explanations (including alternative explanations);• discussing and communicating ideas, arguments and conclusions;
and• conducting reflection on previous work and practices in order to
raise new questions and formulate new lines of thought or inquiry.
Figure 1: The inquiry process
Types and Levels of Science Inquiry
Inquiry Level
Problem Method Solution
Level 0 Given Given Given
Level 1 Given Given Not Given
Level 2 Given Not Given Not Given
Level 3 Not Given Not Given Not Given
Discovery Learning-encompasses SCIENTIFIC MODEL.
Students IDENTIFY PROBLEMS, GENERATE HYPOTHESES, TEST EACH HYPOTHESES
against collected data, and APPLY CONCLUSIONS to new
situations. The purpose of this type of
instruction is to teach students thinking skills.
Discovery Learning with Jerome Bruner.
• the approach starts with the SPECIFIC and moves to the GENERAL.
• The teacher presents examples and the students work with the examples until they discover the interrelationships.
• Bruner believes that classroom learning should take place through INDUCTIVE REASONING, that is, by using specific examples to formulate a general principle.
• Diagram displaying the concepts of triangles in a hierarchy...
Applying Bruner's ideas in the Classroom.
• Pose a question and let students try to find the answer. – 1. How could the human hand be improved? – 2. What is the relation between the area of one tile and the area of the
whole floor? • Encourage students to make intuitive guesses.
– 1. Instead of giving a word's definition, say, "Let's guess what it might mean by looking at the words around it."
– 2. Give students a map of ancient Greece and ask where they think the major cities were.
– 3. Don't comment after the first few guesses. Wait for several ideas before giving the answer.
– 4. Use guiding questions to focus students when their discovery has led them too far astray.
Applying Bruner's ideas in the Classroom.
• Present both examples and nonexamples of the concepts you are teaching. – 1. In teaching about mammals, include people, kangaroos,
whales, cats, dolphins, and camels as examples. Chickens, fish, alligators, frogs, and penguins as nonexamples.
– 2. Ask students for additional examples and nonexamples. • Help students see connections among concepts.
– 1. Ask questions such as these: 'What else could you call this apple?' (Fruit). 'What do we do with fruit?' (Eat). 'What do we call things we eat?' (Food).
– 2. Use diagrams, outlines, and summaries to point out conclusions.
The roles of the teacher
• Helper• Facilitator• Motivator• Manager• interested • Listener• Challenger• evaluator.
Children inquire when they are given :• hands-on learning opportunities• appropriate materials to
manipulate• Puzzling circumstances or
problems for motivation• Enough structure to help them
focus or maintain a productive direction
Some Ways of Introducing a Science Inquiry Lesson
• Using an investigative problem-solving approach
• Using discrepant events (with demonstration)
• Anecdote (without demonstration)• Problem presentation• Interpretation of given data• Video presentation
Pros and Cons of Science Inquiry
Pros• demands the pupil to use mental processes;• encourages a pupil-centered approach;• encourages independence on the part of the pupil and, hence, inculcates
ability to learn by himself;• facilitates more meaningful learning;• enables a pupil to pick up the scientific process which will be useful for
lifelong learning;• facilitates a pupil to remember better;• motivates a pupil by involving him/her in the teaching-learning process;• develops critical thinking skills in a pupil;• fosters habits of mind that have a proven track record in the natural
sciences;• helps a pupil to communicate his/her thoughts and ideas• fosters collaboration among pupils.
Continue……
Cons• time demand is very high and so
associated cost is also high;• may not necessarily be the most efficient
way• can be chaotic.
Implication to classroom teaching• provide multiple representations or perspectives;• provide conceptual interrelatedness;• present real-world, realistic and relevant contexts using
authentic tasks;• focus on knowledge construction, not reproduction;• encourage active pupil involvement and participation with
teacher's scaffolding whenever necessary;• encourage, support and nurture pupil inquiry;• encourage reflective practice;• encourage collaborative and cooperative construction of
knowledge; and• take into consideration a pupil's learning style, initial
mental models, beliefs and attitudes.
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