What is Inquiry in Science?

Goals1. To understand nature of science as

inquiry2. To learn about inquiry as a model of

teaching3. To compare inquiry science and hands

on science.4. To compare teaching science using

science kits and using kits with scientist notebooks.

5. To understand the different types of inquiry.

Inquiry in Science

Inquiry is a way of investigating.

Inquiry is driven by curiosity, a desire for knowledge, and a sense of wonder about the natural world.

I wonder how big, heavy boats float.

How does a submarine change its depth?

Inquiry in ScienceInquiry often begins with a question, problem, an informal exploration or observation.

What will happen if….?

How does it work?

I’ve observed plants grow in soil. But, will plants grow in liquids?

Inquiry in Science

Inquiry is a way of getting at the truth.

Inquiry is a way of getting at what’s real about the natural world and how it works.

*Truth in science consists of facts, concepts, and theories about the natural world.

Inquiry in Science

Getting at the truth requires . . .

-a systematic use of interrelated scientific thinking processes*

-collecting evidence using one’s senses

-the scientific attitude of using evidence to explain*

* For a list of scientific thinking process and attitudes, go to WebCT Class Handouts and URLs->Developing a Philosophy and download Nature of Science (DOC)

What the Standards Say About Inquiry

“Inquiry into authentic questions generated from student experiences is the central strategy for teaching science."

Teaching Standard ANational Science Education Standards, p. 31

Link to National Science Teaching Standards

STANDARD A:Teachers of science plan an inquiry-based science program for their students.

National Science Education Standards http://www.nap.edu/readingroom/books/nses/html/3.htmlhttp://www.nap.edu/readingroom/books/nses/html/3.html

Link to National Science Teaching Standards

STANDARD B:Teachers of science guide and facilitate learning. In doing this, teachers . . .

• Focus and support inquiries while interacting with students.

• Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

http://www.nap.edu/readingroom/books/nses/html/3.htmlhttp://www.nap.edu/readingroom/books/nses/html/3.html

Rhode Island Beginning Teacher Standards

Standard 5: Critical Thinking and Problem-

SolvingTeachers-Engage students in generating knowledge, testing hypotheses, and exploring methods of inquiry and standards of evidence. (5.4)

Compare: Inquiry and Hands-on

Science

Same DifferentInquiry Hands on

BOTH

Inquiry and Hands-on Science

Inquiry is the preferred model of teaching. Hands on is the preferred approach to

learning. When teachers apply the inquiry model,

they select different approaches:Hands-on, multi-sensory (manipulating

materials; using more than one sense)Pictorial (viewing images)Symbolic (reading text)

Inquiry Model of Teaching

1. Inquiry teaching is a central feature of the national science standards.

2. Science teaching should include a wide spectrum of approaches to learning science.

3. Inquiry is one approach to teaching.• All hands on is not inquiry.• Not all inquiry is hands on.

Rankin, Lynn. Lessons Learned: Addressing Common Misconceptions About Inquiry . In National Science Foundation. (1999). Inquiry thoughts, views and strategies for the K-5 Classroom. Arlington VA: NSF. http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf

Inquiry model of teaching

is a way of 1. Developing facts, concepts, and generalizations.

2. Applying inter-related science process skills while developing science ideas.

3. Solving problems and answering questions.

4. Developing curiosity, understanding the natural world, and solving problems.

Rankin, Lynn. Lessons Learned: Addressing Common Misconceptions About Inquiry . In National Science Foundation. (1999). Inquiry thoughts, views and strategies for the K-5 Classroom. Arlington VA: NSF. http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf

Two Effective Methods of Teaching Science

Using an Inquiry Model

1. Using FOSS modules or other science modules only

2. Modifying science modules by using scientist notebooks

Both methods are effective! And, much more effective than teaching science by ONLY lecturing, reading and developing vocabulary without hands on.

 

Comparing the Method: Modules Only and

Modules with Scientist Notebooks

Same DifferentModules Modules with Notebooks

BOTH

Benefits of Using Science Modules

1. Inquiry-based learning2. Hands on, multi-sensory approach3. Teachers scaffold thinking. Learners construct knowledge from

smaller ideas to larger ideas.4. Easier for beginning teachers to use.

• Lessons and materials are prepared and ”ready to go.”• Excellent assessments• Able to integrate reading and extend learning using FOSS Science Stories

 

Benefits of Using Modules and Scientist Notebooks

1. Notebooks serve two purposes:• Historical account of investigations. A place where learners think scientifically.• A source of assessment information

2. Learners learn more about science as inquiry. • It’s more authentic. Learners think like scientists think. • Learners apply more of the interrelated science process skills while investigating

3. Learners improve their ability to communicate scientifically. • They write, draw, graph, and chart.

 

Is All Inquiry Teaching the Same?

Is Inquiry Teaching the Only Approach for Teaching

Science?

Types of Inquiry

Scientists investigate in different ways when inquiring.

Comparing Types: UV Light Investigation

TYPE FOCUS QUESTION

DescribingCollect numerical data and/or observations

How do UV beads respond to sunlight?

ClassifyingSort or group observations.

What are the different types of light energy?

Controlled Experimenting Conduct a “fair test” that relates effect of manipulated variable on responding variables when other variables are controlled.

What happens if you put UV beads in zipper bags and cover each bag with sun block with different SPF?

Comparing Types: Electric CircuitsTYPE FOCUS

QUESTION

DescribingCollect numerical data and/or observations

How do make a bulb light and not light using a battery, bulb, and wire?

ClassifyingSort or group observations.

How do you classify electric circuits?

Controlled Experimenting Conduct a “fair test” that relates effect of manipulated variable on responding variables when other variables are controlled.

What happens if we add several batteries to the circuit?

DESCRIBING Investigations Identify What to Observe. Develop

an Observation Guide that anticipates what can be observed using multiple senses

Develop a Data Organizer that facilitates easy comparison of different observations.

Bulb Lights Bulb Does Not Light

CLASSIFYING Investigations

Identify criteria for comparison be observed using multiple senses.

Develop a Data Organizer that facilitates easy comparison of different observations.

Criteria Open ClosedCritical Contact Points

Loop

Bulb Lights?

CONTROLLED EXPERIMENTING Investigations Identify Variables.

Type of Variable

Example

Manipulatedwhat to change

Batteries

Respondingwhat to observe

Bulb Lights/Does not Light

Controlledwhat to keep the same

Wire, bulb

INQUIRY CONTINUUMFrom teacher controlled to student

controlled

What Can Be Controlled? • Topic• Questions• Materials• Procedures/Design• Results/Analysis• Conclusions

Where on the continuum would you place the learning

from science modules?

National Science Education Standards

advocates“student directed

research” as an expectation for science teaching and

learning.

Inquiry Learning Is Not Chaotic.

1. Inquiry learning is carefully orchestrated. It is planned. It’s purposeful.

2. Inquiry is defined by the amount of flexibility a teacher allows for controlling what and how students learn.

3. As teachers gain an understanding of inquiry, they can become more flexible in what they control.

Rankin, Lynn. Lessons Learned: Addressing Common Misconceptions About Inquiry . In National Science Foundation. (1999). Inquiry thoughts, views and strategies for the K-5 Classroom. Arlington VA: NSF. http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf

Another Example of an

Inquiry Learning Experience

RI GSEs in Science5-8 Assessment Targets

PS1 (5-8) INQ-1Investigate the relationships among mass, volume and density.

PS1 (5-8) INQ+POC –2Given data about characteristic properties of matter (e.g., melting and boiling points, density, solubility) identify, compare, or classify different substances.

Set up your Notebook

Go to next blank page. Add today’s date. Add title to Table of Contents:

The Cartesian Diver

Establish Set:

Engaging Scenario

Focus Question

In your own words, what question are you trying to answer?

Use How or What as a starter word.

Class Focus Question

How do scuba divers sink or float?

Prediction

I think this will happen when I squeeze the bottle….because…..

Planning Glue “Planning/Procedure sheet into

notebook. Gather materials: 2-liter plastic bottle with cap,

water in bottle, and eye dropper Set up data organizer. Gently squeeze the sides of the plastic soda bottle.

Notice what happens. Squeeze and release the bottle several times and

notice what happens. Draw and write what you observe in data organizer.

Observation Guide

List things you might observe:1.2.3.4.5.

Set up a Data Organizer

Eye Dropper Sinks Eye Dropper

Does Not Sink

Draw bottle dropper and write what you observe.Draw bottle dropper and write what you observe.

CONTENT BLAST!

The Cartesian diver demonstrates not only buoyancy, but the implications of the ideal gas law and Pascal's principle as well.

Source: http://hyperphysics.phy-astr.gsu.edu/hbase/pbuoy3m.html#c1

CONTENT BLAST! Scuba divers control

their buoyancy in water.

Divers use a weight belt and a buoyancy compensator.

Claim Evidence

The object (dropper) sinks

when………..

The object (dropper) doesn’t sink

when………

CLAIMS AND EVIDENCERestate your focus question as a statement.

Restate your prediction.

Conclusion

Read your prediction. Will you prove or disprove your

prediction? Write a conclusion by revising or

restating your prediction. What did you learn?

I used to think (prediction), Now I think . . .

Next Step - New Questions

I would like to find out …. I would like to investigate…