Chapter 5: Inquiry and Teaching Science

Objectives:

1. Describe learning outcomes of content vs. process

2. Examine recommended inquiry concepts

3. Discuss successful inquiry strategies and techniques

4. Discuss problems and concerns with inquiry teaching

Chapter 5: Inquiry and Teaching Science

Objectives:

1. Describe learning outcomes of content vs. process

2. Examine recommended inquiry concepts

3. Discuss successful inquiry strategies and techniques

4. Discuss problems and concerns with inquiry teaching

I. What is InquiryA. The inquiry model

1. Science is an active process of finding out about the world

2. To be consistent with science, inquiry teaching works similarlya. Science for All Americans (AAAS, 1990)

b. Hard to define inquiry other than in individual lessons

3. Knowledge must be of more than personal interest; it must pass the scrutiny of other scientists

4. Discovery = figuring out something all by yourselfa. Limited method of teaching science

b. Teacher guides inquiry just as scientists use prior knowledge

B. Teaching the products of science1. Presents what is known as organized by text or teacher

2. Often omits the thinking and experiments that led to the products

3. Minimizes hands-on and minds-on science activities

4. Results in memorizing facts with little personal meaning

5. Content without much process

I. What is InquiryA. The inquiry model

1. Science is an active process of finding out about the world

2. To be consistent with science, inquiry teaching works similarlya. Science for All Americans (AAAS, 1990)

b. Hard to define inquiry other than in individual lessons

3. Knowledge must be of more than personal interest; it must pass the scrutiny of other scientists

4. Discovery = figuring out something all by yourselfa. Limited method of teaching science

b. Teacher guides inquiry just as scientists use prior knowledge

B. Teaching the products of science1. Presents what is known as organized by text or teacher

2. Often omits the thinking and experiments that led to the products

3. Minimizes hands-on and minds-on science activities

4. Results in memorizing facts with little personal meaning

5. Content without much process

II. Content and ProcessA. Inquiry = the what and the how of understanding the world

1. Content = what = body of knowledge = facts, concepts, laws, principles and theoriesa. Major goal of science is to increase this knowledgeb. Provides the foundation for further inquiryc. Facts without context, history, and personal meaning are difficult to

incorporate into conceptual change for students

2. Content with Process = how = methods, techniques, experiments, history of how content has been obtaineda. Students must be involved in the processes of finding out b. First hand investigation leads students to the knowledgec. “Teaching science as inquiry”

3. Process with Content = “teaching science by inquiry”a. Main focus is engaging students in finding outb. Teach students how to inquire scientificallyc. Students are active, but may learn little contentd. Often used in elementary or middle school

II. Content and ProcessA. Inquiry = the what and the how of understanding the world

1. Content = what = body of knowledge = facts, concepts, laws, principles and theoriesa. Major goal of science is to increase this knowledgeb. Provides the foundation for further inquiryc. Facts without context, history, and personal meaning are difficult to

incorporate into conceptual change for students

2. Content with Process = how = methods, techniques, experiments, history of how content has been obtaineda. Students must be involved in the processes of finding out b. First hand investigation leads students to the knowledgec. “Teaching science as inquiry”

3. Process with Content = “teaching science by inquiry”a. Main focus is engaging students in finding outb. Teach students how to inquire scientificallyc. Students are active, but may learn little contentd. Often used in elementary or middle school

B. Science “by” and “as” Inquiry1. Jerome Burner (1960’s) advocated learning by doing

a. Science by inquiry (Process)b. Emphasize active learning; de-emphasize rote learning of contentc. Students can experience excitement of finding out without being

turned off by memorizing many terms and factsd. Students would be efficient at acquiring and using information to

solve problems

2. Joseph Schwab (1960’s) advocated science as inquirya. Science research involves construction of the mind, not just factsb. Teach students how scientists interpret information and form ideasc. Don’t just tell facts, but how scientists arrived at themd. Steps of science as inquiry

i. How knowledge arises from interpretation of dataii. Interpretation of data proceeds on the basis of changing conceptsiii. Knowledge changes as concepts changeiv. Knowledge changes only for good reason: we know better now

e. Stressed student conducted research

B. Science “by” and “as” Inquiry1. Jerome Burner (1960’s) advocated learning by doing

a. Science by inquiry (Process)b. Emphasize active learning; de-emphasize rote learning of contentc. Students can experience excitement of finding out without being

turned off by memorizing many terms and factsd. Students would be efficient at acquiring and using information to

solve problems

2. Joseph Schwab (1960’s) advocated science as inquirya. Science research involves construction of the mind, not just factsb. Teach students how scientists interpret information and form ideasc. Don’t just tell facts, but how scientists arrived at themd. Steps of science as inquiry

i. How knowledge arises from interpretation of dataii. Interpretation of data proceeds on the basis of changing conceptsiii. Knowledge changes as concepts changeiv. Knowledge changes only for good reason: we know better now

e. Stressed student conducted research

III. Inquiry Strategies and TechniquesA. Asking question

1. Asking the right question is critical to scientific inquiry2. Asking the right question is critical to teaching science as inquiry3. Write questions on the board for students to answer

a. Guides instruction as student try to answer themb. Encourages students to state what they think

4. Yes/No questioning techniquea. Have students ask the teacher yes/no only questions during lessonb. Allow students to use materials to test out own ideasc. Students eventually arrive (with guidance) at accepted conceptd. Shifts responsibility for learning away from teacher to students

B. Science process skills1. Stresses acquisition of skills associated with scientific inquiry2. Examples: observing, classifying, measuring, predicting, interpreting,

hypothesizing, experimenting (p. 95)3. Many middle school curricula begin with units on these skills4. Content is secondary to the skill being taught

III. Inquiry Strategies and TechniquesA. Asking question

1. Asking the right question is critical to scientific inquiry2. Asking the right question is critical to teaching science as inquiry3. Write questions on the board for students to answer

a. Guides instruction as student try to answer themb. Encourages students to state what they think

4. Yes/No questioning techniquea. Have students ask the teacher yes/no only questions during lessonb. Allow students to use materials to test out own ideasc. Students eventually arrive (with guidance) at accepted conceptd. Shifts responsibility for learning away from teacher to students

B. Science process skills1. Stresses acquisition of skills associated with scientific inquiry2. Examples: observing, classifying, measuring, predicting, interpreting,

hypothesizing, experimenting (p. 95)3. Many middle school curricula begin with units on these skills4. Content is secondary to the skill being taught

C. Discrepant Events1. Attention getting event that puzzles the observer2. Encourages equilibration by the student3. Proper guidance then leads to search for explanation4. Example: Does a drop of water roll or slide down wax paper?

D. Inductive Activities1. Allow students to discover a concept through lab activity2. Discover first, then name and discuss the concept3. Experience before vocabulary approach4. Formalized as the Learning Cycle

a. Exploration: engagement to stimulate thinking about a conceptb. Invention: exploration and explanation of relationships and conceptsc. Application: elaboration into everyday life; generalizing knowledge

5. Example: Mixing of colored salt-water solutions (p. 97)

E. Deductive Activities1. Typical lecture followed by laboratory approach2. Vocabulary before experience3. Example: lecture on acids/bases/pH followed by classification lab

C. Discrepant Events1. Attention getting event that puzzles the observer2. Encourages equilibration by the student3. Proper guidance then leads to search for explanation4. Example: Does a drop of water roll or slide down wax paper?

D. Inductive Activities1. Allow students to discover a concept through lab activity2. Discover first, then name and discuss the concept3. Experience before vocabulary approach4. Formalized as the Learning Cycle

a. Exploration: engagement to stimulate thinking about a conceptb. Invention: exploration and explanation of relationships and conceptsc. Application: elaboration into everyday life; generalizing knowledge

5. Example: Mixing of colored salt-water solutions (p. 97)

E. Deductive Activities1. Typical lecture followed by laboratory approach2. Vocabulary before experience3. Example: lecture on acids/bases/pH followed by classification lab

F. Gathering Information1. Scientists spend much time in the library or in discussion as well as in the

lab

2. May be an exploration step in the 5E lesson plan

3. Assigned readings, text, newspaper/magazine, internet searching

4. Can be evaluated with a written report; should require citations

5. Can assign interviews, surveys as a way to gather information from people

G. Problem Solving1. Can lead to excellent inquiry skills for students

2. Can simulate what scientist do on a daily basis

3. Situations relevant to students’ live should be useda. Raise questions

b. Plan procedures

c. Collect information

d. Form conclusions

4. More than solving problems at the end of the chapter

5. Example: Where should a new electric power plant be located?

F. Gathering Information1. Scientists spend much time in the library or in discussion as well as in the

lab

2. May be an exploration step in the 5E lesson plan

3. Assigned readings, text, newspaper/magazine, internet searching

4. Can be evaluated with a written report; should require citations

5. Can assign interviews, surveys as a way to gather information from people

G. Problem Solving1. Can lead to excellent inquiry skills for students

2. Can simulate what scientist do on a daily basis

3. Situations relevant to students’ live should be useda. Raise questions

b. Plan procedures

c. Collect information

d. Form conclusions

4. More than solving problems at the end of the chapter

5. Example: Where should a new electric power plant be located?

H. Science Projects1. True scientific inquiry by students rather than simulation or example2. May be tied to science fairs or other competitions3. Incentive for some competitive students or those seeking recognition for

their science abilities4. Helps identify “gifted” science students5. Require much time and effort outside of class for students, parents, and

teachers6. Typical science project types

a. Hobby show-and-tell (display collections, photographs, animals, etc…)b. Display on natural phenomena (hurricane, lightening, etc…)c. Model: 3D or working models of technology or natural phenomenad. Report and poster: literature work and a public report on ite. Laboratory Exercise: public demonstration of a concept through labf. Observational study: bird counting, weather patterns, etc…g. Experimental study: fertilizer and plant growth, moisture and corrosion

7. Judging should be done in categoriesa. Criteria: creativity (20%), procedures (30%), understanding (20%), display

quality (15%), and oral presentation (15%)b. Realize all students don’t have the same resources ($, parents, time)

H. Science Projects1. True scientific inquiry by students rather than simulation or example2. May be tied to science fairs or other competitions3. Incentive for some competitive students or those seeking recognition for

their science abilities4. Helps identify “gifted” science students5. Require much time and effort outside of class for students, parents, and

teachers6. Typical science project types

a. Hobby show-and-tell (display collections, photographs, animals, etc…)b. Display on natural phenomena (hurricane, lightening, etc…)c. Model: 3D or working models of technology or natural phenomenad. Report and poster: literature work and a public report on ite. Laboratory Exercise: public demonstration of a concept through labf. Observational study: bird counting, weather patterns, etc…g. Experimental study: fertilizer and plant growth, moisture and corrosion

7. Judging should be done in categoriesa. Criteria: creativity (20%), procedures (30%), understanding (20%), display

quality (15%), and oral presentation (15%)b. Realize all students don’t have the same resources ($, parents, time)

IV. Inquiry learning often involves student groupsA. Stimulates and maintains inquiry better than individual work

B. Enhances problem solving and concept development

C. Increases student involvement and helps classroom management

D. Important aspects of cooperative learning1. Organize student groups to accomplish learning outcome

a. Make sure group contains students who can do each task

b. Make sure student in a group can work well together

2. Identify topics that will motivate student inquiry

3. Ask groups for preliminary outline: productivity and guidance

4. Monitor the investigations (in class easy, out of class more difficult)

5. Help students with final reportsa. This is where students demonstrate concepts learned

b. Often key step in fully understanding the topic

6. Have students orally report

7. Reward student effort by appropriate evaluationa. Individual accountability

b. Reward for lengthy or difficult projects

IV. Inquiry learning often involves student groupsA. Stimulates and maintains inquiry better than individual work

B. Enhances problem solving and concept development

C. Increases student involvement and helps classroom management

D. Important aspects of cooperative learning1. Organize student groups to accomplish learning outcome

a. Make sure group contains students who can do each task

b. Make sure student in a group can work well together

2. Identify topics that will motivate student inquiry

3. Ask groups for preliminary outline: productivity and guidance

4. Monitor the investigations (in class easy, out of class more difficult)

5. Help students with final reportsa. This is where students demonstrate concepts learned

b. Often key step in fully understanding the topic

6. Have students orally report

7. Reward student effort by appropriate evaluationa. Individual accountability

b. Reward for lengthy or difficult projects

V. Concerns About Inquiry InstructionA. Science reform calls for change from traditional to inquiry

1. Science teachers need to form personal rationale2. Appropriate teaching for each group of students

B. Common concerns science teachers should be familiar with1. Understanding by administrators, parents, others

a. Show balance of content and processb. Show meeting of local, state standards

2. Time: inquiry teaching takes more preparation and classroom time3. Materials and Equipment: activities require more of both4. Facilities: school facilities don’t always support inquiry learning5. Learning

a. Can’t sacrifice mastery of crucial contentb. Minds-on as well as hands-on activities are consistent with inquiry

6. Discipline: not always easiest during activities7. Colleagues: resistant to change or successful with tradition8. Administration: quiet orderly classrooms not always possible9. Parents: some value college preparation, standardized tests more than

deeper understanding

V. Concerns About Inquiry InstructionA. Science reform calls for change from traditional to inquiry

1. Science teachers need to form personal rationale2. Appropriate teaching for each group of students

B. Common concerns science teachers should be familiar with1. Understanding by administrators, parents, others

a. Show balance of content and processb. Show meeting of local, state standards

2. Time: inquiry teaching takes more preparation and classroom time3. Materials and Equipment: activities require more of both4. Facilities: school facilities don’t always support inquiry learning5. Learning

a. Can’t sacrifice mastery of crucial contentb. Minds-on as well as hands-on activities are consistent with inquiry

6. Discipline: not always easiest during activities7. Colleagues: resistant to change or successful with tradition8. Administration: quiet orderly classrooms not always possible9. Parents: some value college preparation, standardized tests more than

deeper understanding