Inquiry-Based Learning

1. Inquiry-Based Learning Experiences and Observationsby Alan Huber and Roal CarlsonNC TEACH ECI 475 February 27, 2012

2. Foundations Inquiry Based Learning “Education begins with the curiosity of the learner.” “We only think when confronted with a problem.” -John Dewey, Democracy and Education

3. What is Inquiry Based Learning Students learn by inquiry when they are in the role of investigator – observing, questioning, posing explanations, testing ideas, analyzing information, drawing logical conclusions, or building models Inquiry-based teaching is a teaching method that combines the curiosity of students and the scientific method to enhance the development of critical thinking skills while learning science.

4. Inquiry as an Evolutionary Process

5. IBL What it is and what it isn’t • Inquiry Based Learning vs Hands-On Science • Inquiry Based Learning vs Scientific Method • Inquiry Based Learning vs Problem Based Learning (IBL vs PBL) • Inquiry Based Learning vs Project Based Learning (IBL vs PBL)

6. Benefits of IBL Student Centered Focus > • Develops student understanding of basic concepts (construction their own learning) • Develops process and thinking skills • Engages students in the learning cycle • Builds greater awareness of the links between Science, Technology and Culture • Allows for a diversity of learning styles • Enhances Reading and Writing Skills Elizabeth Hammerman, 8 Essentials of Inquiry Based Science

7. Connections with 21st Century Goals can I steal this I D like to use this Inquiry-based learning is part of all areas surrounding the Core Subjects and Standards and Assessments. Students are expected to use technology in meaningful ways to help them investigate, collaborate, analyze, synthesize and present their learning. Often it can reflect the merging of technological tools/skills AND academic content. Teachers are expected to remain as the “Guides on the Side”.

8. Challenges of IBL HARD TO DO WELL; ASKS A LOT FROM BOTH STUDENT AND TEACHER • Student motivation • Background Knowledge of students • Management of extended activities (both student and teacher) • Practical Constraints of the learning context (length of period, etc.)

9. North Carolina Science, Mathematics, and Technology Education Center, RTP, NC Alan was a Teacher Link Program Fellow with North Carolina Science, Mathematics, and Technology Education Center (SMT), Center for Inquiry-Based Learning, Duke University CIBL provides teachers with support for inquiry-based science teaching activities, such as professional development, science kit rentals, and contact with scientists to work with teachers. Alan volunteered in the Teachers and Scientists Collaborating (TASC) program at CIBL supporting: • Investigating Weather Systems • Motion and Design

10. Alan’s Observations and Experiences with CIBL • Trained with teachers:1. Learned that teachers believe inquiry-based learning is doable and valuable2. Students like the inquiry-based activities3. Concern for time needed to complete the activity and be able to keep up with the course pacing guide. • Classroom visitations with 5th graders. Found eager learners and behaved students. So what happens in 6th grade and beyond?

11. CIBL Vehicle - Motion & Design

12. What does NCDPI say about Inquiry-Based Learning?(www.ncpublicschools.org/docs/acre/standards/new-standards New Standards - 2004 • Engaging students in inquiry-based instruction is a critical way of developing conceptual understanding of the science content that is vital for success in the twenty-first century. • A well-planned science curriculum provides opportunities for inquiry, experimentation and technological design. • Teachers, when teaching science, should provide opportunities for students to engage in "hands-on/minds-on" activities that are exemplars of scientific inquiry, experimentation and technological design.” • Student engagement in scientific investigation provides background for understanding the nature of scientific inquiry. In addition, the science process skills necessary for inquiry are acquired through active experience.

13. NCDPI Provides Courses for Teachers – Examples • LEARN NC Publishes Inquiry-Based Unit on Earth and Environmental Science In this unit, students explore the impact of human activity on the health of streams in urban and non-urban settings. Students mimic current scientific research by measuring physical, chemical, and biological indicators of stream health. Video demonstrations of various activities, including instructions for chemical measurements, are included. • TEACHERS REPOSITORY STANDARD 3: TEACHERS KNOW THE CONTENT THEY TEACH C. Recognizes the Interconnectedness of Content Areas/Disciplines Science 2.0: Using Web Tools to Promote Inquiry-Based Science 7th-12th, Science Scientific Inquiry for Elementary Teachers Kindergarten-5th, Science. Teaching Electricity and Circuits in the Elementary Classroom Kindergarten-5th, Science

14. Project Lead The Way (PLTW)(www.pltw.com) • More than 400,000 students in more than 4,200 schools in all 50 states and the District of Columbia are taking PLTW STEM education courses during the 2011-12 academic year. PLTW are inquiry/project-based pre-engineering programs that provide rich opportunities for students to develop communication, collaboration, and critical thinking and problem solving skills. Additionally, the programs include skill development with engineering technologies. • Alan teaches:Introduction to Engineering Design (IED). (Grades 9-10)Principles of Engineering (POE) (Grades 10-11) POE is especially loaded with inquiry-based projects. The challenge is to remain the Guide on the Side during projects and follow the rigorous Pacing Guide (Academic Content).

15. Example 1 – Build a Compound Machine for POE • Use the VEX Robotics Kit : See Classroom Demonstration Academic Content on 6 Simple Machines: Lever, Pulley. Wheel and Axle, Wedge, Screw and Inclined Plane was completed. The project is to work in a group of 3-4 and build a compound machine that will have a Mechanical Advantage greater than 1. Complete within 2 Days and be ready to make a classroom presentation during Day 3. • Two Projects:

16. Example 2 – What's the Rule? This math game is played by a whole class. The teacher turns one number into another using some combination of arithmetic operations. The object is for the students to figure out the rules and then perform those same operations on a new number without giving away the rules themselves. Example: • 23 → 56 If nobody has an answer, give another example using the same process. • 45 → 920 Wow! This is not just addition! • Now somebody may notice that 4 * 5 = 20 and look back and notice that 2 * 3 = 6. This reveals the possibility that the problem is a bit unconventional. This also might lead to the observation that 2 + 3 = 5 and 4 + 5 = 9. Problem solved. Add the digits for the first part; multiply the digits for the second part. • 56 → 1130 5 + 6 = 11 and 5 * 6 = 30

17. The gum experiment What will happen to the weight of a piece of gum after it has been chewed for five minutes? Why does gum get smaller when you chew it? • Does gum lose mass when you chew it? What percent of gum is sugar? Why does gum lose its flavor so quickly?