a guided inquiry learning approach in a web environment: theory and application 4 th international...
TRANSCRIPT
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A Guided Inquiry Learning Approach A Guided Inquiry Learning Approach in a Web Environment: Theory and in a Web Environment: Theory and
ApplicationApplication
A Guided Inquiry Learning Approach A Guided Inquiry Learning Approach in a Web Environment: Theory and in a Web Environment: Theory and
ApplicationApplication44thth International Conference on e-Learning and International Conference on e-Learning and
44thth International Conference on Information International Conference on Information 11stst – 3 – 3rdrd Sept. 2005 Sept. 2005
Irfan Naufal UmarIrfan Naufal Umar
Sajap MaswanSajap Maswan
Universiti Sains MalaysiaUniversiti Sains Malaysia
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Introduction
• Internet & World wide web
• Web purposes– Information– Entertainment– Business / commercials– Education, training, etc.
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Issue
• Majority of EWS is designed for tutorial purposes– Tutorial: linear and sequential.– A deductive approach
• More EWS with inquiry, inductive approach needed
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Inquiry
• Definition‘ the art and science of asking questions that are
accessible, can be answered in part or in whole, and ones that lead to meaningful tests and explorations’
(Hebrank, 2004)
• involves– careful observation and measurement– hypothesizing and interpreting– theorizing
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Inquiry
• it requires–Experimentation –Reflection –Recognition of strengths and weaknesses of its own methods
• not only in science, but also in other disciplines – social sciences, arts, humanities
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Inquiry Based Learning
• A way of acquiring knowledge through the process of inquiry– Learners generate their own question OR
are posed with a question by the teacher / computer
– An active role of the learners – through discovery, investigation, experimentation
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Inquiry Based Learning
• In Malaysia, the focuses of learning in our science education are towards inquiry approach, the development of scientific thinking and skills, research and problem solving, the application of principles of science, as well as the assimilation of scientific attitude and moral values
Curriculum Development Centre (1993)
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Inquiry Based Learning
• Types of Inquiry Approach– Structured Inquiry (Level I)– Guided Inquiry (Level II)– Open Inquiry (Level III)
(Herron, 1971)
• The difference: – degree of commitment from the learners
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Inquiry Based Learning
• Types of Inquiry Approach– Structured Inquiry
• learners conduct investigation & discovery based on the questions and procedures provided by the teacher/computer
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Inquiry Based Learning
• Types of Inquiry Approach– Guided Inquiry
• learners investigate based on the questions posed by the teacher/ computer,
• they determine the discovery procedures
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Inquiry Based Learning
• Types of Inquiry Approach– Open Inquiry
• learners investigate and explore based on the questions and procedures that they have to construct
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Inquiry Based Learning
• Prominent researchers– Schulman & Tamir (1973)
• Teacher/computer provides the basic element• Learners make generalization• Teacher/computer acts as facilitator who poses
questions to stimulate learners in their discovery processes
– Collins & Stevens (1983)• Theory of Inquiry Teaching : learners develop their own
theories based on the procedures that they have learned
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Theoretical Background
• Paradigm Shift in Education
Behaviorism
Cognitivism
Constructivism
Changes in instructional approaches
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• Learning : the change in behavior as a result of feedback & reinforcement
• Contributions
– Learning objectives
– Programmed instruction
Behaviorism
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• Studies on how individuals – Process input / stimulus– Receive, organize, maintain and utilize
information
Cognitivism
The use of hierarchy / structureThe use of graph / visual
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Constructivism
– learners actively construct knowledge by working to solve realistic problem, usually in collaboration with others
Interactivity
Discovery
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Constructivism
• Learning should be– Constructive– Reflective– Collaborative– Inquiry based– Evolving
• Learners will– Ask questions– Create hypotheses– Investigate– Use resources– Find solution– Draw conclusion– Revisit conclusion
for more explorationINQUIRY APPROACH
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Tutorial
• Introduction
• Present information
• Question & response
• Judge Response
• Feedback or Remediation
• Closing
Cycle
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Tutorial
Introductory Section
Present Information
Question &
Response
Judge Response
Feedback or RemediationClosing
Alessi & Trollip Model (2001)
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Learning Cycle (Lawson)
• Three core elements– Exploration– Term introduction– Concept Application
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Learning Cycle
Exploration
Term Introduction
Concept Application
Exploration
Term IntroductionConcept Application
Lawson Learning Cycle Model (1995)
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Learning Cycle (Lawson)
1. Exploration– Learners begin the learning process by
exploring a given issue, question, or problem that is related to the content
– The teacher / WBE provides guidance to learners to observe, measure and record data / information
– They are encouraged to collaborate with their peers to conduct the analysis
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Learning Cycle (Lawson)
2. Term Introduction– Learners will be introduced to the terms
and concepts (by teachers / WBE)– Concepts / terms will be clarified, and
any misconceptions be corrected
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Learning Cycle (Lawson)
3. Concept Application–Learners will apply the concepts that they have learned to a new, different situation
This cycle will continue until the learner understands
the concepts and experiences meaningful learning
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Learning Cycle
Exploration
Term Introduction
Concept Application
Exploration
Term IntroductionConcept Application
Lawson Learning Cycle Model (1995)
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Theory of Inquiry Teaching
• Selecting positive and negative exemplars• Varying cases systematically• Selecting counterexamples• Generating hypothetical cases• Forming hypotheses• Testing hypotheses• Considering alternative predictions• Entrapping students• Tracing consequences of the misconceptions
Collins & Stevens (1983)
Instructional Techniques / strategies to assist learners derive rules and theories :
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Guided Inquiry Approach
IntroductionQuestions / Problems
Response & Feedback
Discovery / Guidance
Concept / Rule
Development
Application of the Concept / Rule to a New
Problem
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Guided Inquiry Approach
• Introduction– Learning goals, objectives– Overall structure of the WBE
• Concept map• Outline• hierarchy
GIL approach
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Guided Inquiry Approach
• Question / Problem– to stimulate learner’s discovery process– Learner will respond to the question or
explore the relevant info
GIL approach
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Guided Inquiry Approach
• Response & Feedback– Incorrect response --- will be guided by
WBL– A correct response --- a concept / rule will
be presented
GIL approach
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Guided Inquiry Approach
• Concept / Rule Development– Following a correct response– to enhance learner’s understanding of the
new knowledge– Will be used for subsequent problems or
questions
GIL approach
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Guided Inquiry Approach
• Concept / Rule Application– WBE should provide more problems /
questions to allow learners apply the concepts and rules acquired earlier
GIL approach
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An Example of GIL approachAn Example of GIL approach
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1. QUESTION / PROBLEM1. QUESTION / PROBLEM
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2. DISCOVERY / GUIDANCE2. DISCOVERY / GUIDANCE
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2. DISCOVERY / GUIDANCE2. DISCOVERY / GUIDANCE
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3. FEEDBACK FOR INCORRECT RESPONSE3. FEEDBACK FOR INCORRECT RESPONSE
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3. FEEDBACK FOR CORRECT RESPONSE3. FEEDBACK FOR CORRECT RESPONSE
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3. CONCEPT / RULE DEVELOPMENT3. CONCEPT / RULE DEVELOPMENT
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4. CONCEPT / RULE APPLICATION4. CONCEPT / RULE APPLICATION
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Example: Introductory section – prepare learners(www.cosi.org/onlineExhibits/simpMach/sm2.html)
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Question / Problem to stimulate learners for Exploration
(www.cosi.org/onlineExhibits/simpMach/sm2.html)
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Learners will be guided if they provide incorrect response
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If the response is correct, the learners will be presented with the concept or rule. Then, the concept or rule will be used to solve a new problem.
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SUMMARY
• Guided Inquiry Approach promotes exploratory, discovery learning should be considered in designing a WBE.
• Several instructional strategies and techniques need to be applied.
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Thank YouThank YouThank YouThank You