A B Cs of InquiryA B Cs of Inquiry

Dr. Karen L. OstlundDr. Karen L. Ostlund

The Texas Natural Sciences The Texas Natural Sciences CenterCenter

The University of Texas at The University of Texas at AustinAustin

Scaffolded Inquiry: Scaffolded Inquiry: Directed to Guided to Directed to Guided to OpenOpen

• The purpose of this The purpose of this presentation is to present: presentation is to present: – the the A B CA B Cs of Inquirys of Inquiry– AActivityctivity– BBeforeefore– CConceptoncept– a model for scaffolded inquiry a model for scaffolded inquiry which moves students along the which moves students along the continuum of inquiry from continuum of inquiry from directeddirected to to guidedguided to to openopen inquiryinquiry

Three Phases of Three Phases of InquiryInquiry

• Directed InquiryDirected Inquiry• More direction from teacher or More direction from teacher or

materialsmaterials• Guided InquiryGuided Inquiry

• Teacher or materials guide Teacher or materials guide studentsstudents

• Open InquiryOpen Inquiry• More student self directionMore student self direction

The Continuum of InquiryThe Continuum of Inquiry

Student DirectedStudent Directed

Teacher DirectedTeacher Directed

Open InquiryOpen Inquiry

Guided InquiryGuided Inquiry

Directed InquiryDirected Inquiry

The Continuum of InquiryThe Continuum of Inquiry

Open Inquiry

Set the Stage for Inquiry: Set the Stage for Inquiry: TRY TRY IT!IT! Assess Prior Knowledge & Assess Prior Knowledge & Build BackgroundBuild Background

• Assessing prior knowledge “levels Assessing prior knowledge “levels the playing field” for ALL the playing field” for ALL studentsstudents

• Building background knowledge is a Building background knowledge is a critical beginning for all inquirycritical beginning for all inquiry

• Provides experiences for students Provides experiences for students so they can build on those so they can build on those experiences to understand the experiences to understand the science concepts being developedscience concepts being developed

TRY IT!TRY IT!

1.1. How many ways can you light How many ways can you light a bulb using one wire & one a bulb using one wire & one battery (dry cell)?battery (dry cell)?

2.2. Each time you find a way to Each time you find a way to light the bulb, draw a light the bulb, draw a diagram to show the position diagram to show the position of the bulb, battery, and of the bulb, battery, and wire.wire.

TRY IT!TRY IT!

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4 Ways to Light a Bulb 4 Ways to Light a Bulb with 1 Wire & 1 Batterywith 1 Wire & 1 Battery

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Electric CircuitElectric Circuit

Explain Your ResultsExplain Your Results

• How do the bulb, battery, and How do the bulb, battery, and wire need to be arranged so wire need to be arranged so that the bulb lights?that the bulb lights?

Predict: Predict: Which bulbs will light?Which bulbs will light?

Test: Arrange the bulb, Test: Arrange the bulb, battery & wire(s) as battery & wire(s) as shown.shown.

Record the Results: Record the Results: Which bulbs light up?Which bulbs light up?

A

E

G

H

Bulbs that light up:

TRY IT!TRY IT!

• After After TRY IT!TRY IT!, students , students should have an initial should have an initial understand of an electrical understand of an electrical circuit:circuit:

• An electrical device that An electrical device that provides a complete path for provides a complete path for electrical current to flowelectrical current to flow

1.1. AActivity generates questions ctivity generates questions BBefore reading about the efore reading about the CConceptoncept

2.2. Sets the purpose for readingSets the purpose for reading

Directed InquiryDirected Inquiry

Phase 1: Phase 1: Directed InquiryDirected Inquiry

• How does a circuit board work?How does a circuit board work?• Predict:Predict:• Draw a diagram to show how a Draw a diagram to show how a circuit board works.circuit board works.

• Follow a Procedure:Follow a Procedure:• ObserveObserve• Touch one paper clip on the Touch one paper clip on the tester to a question and the tester to a question and the other paper clip to the answer.other paper clip to the answer.

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Analyze and Analyze and Conclude:Conclude:

• InferInfer• Draw a diagram to show how a Draw a diagram to show how a circuit board works.circuit board works.

• Compare this diagram to your Compare this diagram to your predicted diagram.predicted diagram.

Directed InquiryDirected Inquiry

• Introduce students to theIntroduce students to the essential featuresessential features of inquiryof inquiry

• Assist students to reflect on Assist students to reflect on the characteristics of thethe characteristics of the inquiry skillsinquiry skills in which they in which they are engagedare engaged–Using the right tool can Using the right tool can make it easy to make it easy to observeobserve energy flow.energy flow.

Guided InquiryGuided Inquiry

Phase 2: Guided Phase 2: Guided InquiryInquiry

• How could we change the How could we change the circuit board to allow 2 circuit board to allow 2 answers to a question?answers to a question?

• PredictPredict• Draw a diagram to show how to Draw a diagram to show how to change the circuit board to change the circuit board to allow 2 answers to a allow 2 answers to a question.question.

Analyze and Conclude:Analyze and Conclude:

• Students make the changes to Students make the changes to their circuit boards and test their circuit boards and test the board to observe what the board to observe what happens.happens.

• Students observe whether or not Students observe whether or not the changes work.the changes work.

• Students make adjustments (if Students make adjustments (if needed).needed).

• Students compare observations Students compare observations to predictions.to predictions.

Guided InquiryGuided Inquiry

• Inquiry-based teaching can Inquiry-based teaching can vary in amount of guidance vary in amount of guidance the teacher or materials the teacher or materials provideprovide

• Guided InquiryGuided Inquiry focuses focuses learning on the development learning on the development of particularof particular science science conceptsconcepts

Science ConceptScience Concept

An An electrical circuitelectrical circuit is an is an electrical device that electrical device that provides a complete path for provides a complete path for electrical current to flowelectrical current to flow

Open InquiryOpen Inquiry

Open Inquiry

Phase 3: Open InquiryPhase 3: Open Inquiry

1.1. Think of a question you could ask Think of a question you could ask about your circuit board.about your circuit board.

How could we add a bell or a buzzer How could we add a bell or a buzzer to the circuit board?to the circuit board?

2.2. Use resources to research your Use resources to research your idea before beginning your idea before beginning your investigation.investigation.

3.3. Make a list of materials.Make a list of materials.4.4. Write a procedure.Write a procedure.5.5. Have your teacher approve your Have your teacher approve your

procedure.procedure.

Analyze and ConcludeAnalyze and Conclude

1.1. Tell what you learned.Tell what you learned.2.2. Draw a conclusion.Draw a conclusion.3.3. Compare your methods and Compare your methods and

results with others.results with others.4.4. Think about how you could Think about how you could

improve your plan.improve your plan.

Science LiteracyScience Literacy

Open Inquiry

Open InquiryOpen Inquiry

• Students need opportunities Students need opportunities to participate in all phases to participate in all phases of inquiry: of inquiry:

DirectedDirected -> -> GuidedGuided -> -> OpenOpen

Myths About InquiryMyths About Inquiry

1.1. All science subject matter All science subject matter should be taught through should be taught through inquiry.inquiry.

2.2. True inquiry occurs only when True inquiry occurs only when students generate & pursue students generate & pursue their own questions.their own questions.

3.3. Inquiry teaching occurs Inquiry teaching occurs easily through use of hands-easily through use of hands-on or kit-based instructional on or kit-based instructional materials.materials.

Myths About InquiryMyths About Inquiry

4.4. Student engagement in hands-Student engagement in hands-on activities guarantees on activities guarantees that inquiry teaching and that inquiry teaching and learning are occurring.learning are occurring.

5.5. Inquiry can be taught Inquiry can be taught without attention to subject without attention to subject matter.matter.

A B Cs of InquiryA B Cs of Inquiry

AActivityctivity

BBeforeefore

CConceptoncept

Generates questionsGenerates questions

Provides purpose for Provides purpose for readingreading

Thank You!Thank You!Contact InformationContact Information

Dr. Karen L. OstlundDr. Karen L. Ostlund

Email: Email: klostlund@mail.texas.eduklostlund@mail.texas.edu

Phone (512) 419-1449Phone (512) 419-1449

Address:Address:

6405 Dry Bend Cove6405 Dry Bend Cove

Austin, TX 78731Austin, TX 78731