1 / 16

Inquiry

Inquiry. Dr. Dennis S. Kubasko, Jr. EDN 406. Position Statement. Teaching through Inquiry is but one process to engage our students A powerful tool! Question strategies Resources Different styles Experienced vs. Novice. Inquiry. Inquiry: Chiappetta. Inquiry-Based Science

guernsey
Download Presentation

Inquiry

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Inquiry Dr. Dennis S. Kubasko, Jr. EDN 406

  2. Position Statement • Teaching through Inquiry is but one process to engage our students • A powerful tool! • Question strategies • Resources • Different styles • Experienced vs. Novice

  3. Inquiry

  4. Inquiry: Chiappetta • Inquiry-Based Science • Asking questions, resolving discrepancies, figuring out patterns, representing ideas, discussing information, and solving problems • Historical • Late 50’s and early 60’s • Post-Sputnik initiative • 1990’s reform minded recommendation • AAAS, NRC, and DeBoer

  5. Inquiry: Chiappetta • Two Approaches to inquiry • General inquiry: teaching science by inquiry • Finding out about anything and everything • Models scientists • Scientific inquiry: teach science as inquiry • Active student learning and the importance of understanding a scientific topic

  6. Inquiry: Chiappetta • Process rather than content • Questions around student personal interests • Students engage in authentic science process skills: stimulate same thinking patterns scientists use • Discrepant events: puzzling students, causing then to wonder • Inductive activities: Experience before vocabulary • Deductive activities: vocabulary before experience • Gathering information: variety of resources • Problem solving

  7. Inquiry: Hackett • Inquiry: Both Means and Ends • Inquiry as defined by the National Science Education Standards • 1. Teaching Methods and Strategies • 2. Content • Problems with Science Educators • Either / or • Inquiry as a means, understanding subject matter an end • Understanding subject matter as a means, Inquiry as an end

  8. Inquiry: Hackett • Inquiry as an outcome • Attaining student outcomes in science subject matter understanding as an end • Attaining student outcomes in inquiry-based skills and abilities as an end • Full inquiry invokes both inquiry-based skills and abilities and science subject matter understanding as an end • Achieving it all • Science subject matter and scientific inquiry • Guided and structured investigations • Intellectual ownership • Assessments

  9. Inquiry: Martin-Hansen • Defining inquiry • National Research Council (2000): “inquiry into authentic questions generated from student experiences is the central strategy for teaching science.” • Inquiry refers to the work scientists do when they study the natural world, proposing explanations that include evidence gathered from the world around them. • Activities of students: posing questions, planning investigations, and reviewing what experimental evidence is already known

  10. Inquiry: Martin-Hansen • Open or full inquiry • Student-centered approach that begins with a student’s question, followed by a student designing and conducting an investigation or experiment and communicating results • Implementation: • AP or Advanced classes • Small class size • Experienced teachers

  11. Inquiry: Martin-Hansen • Guided inquiry • Teacher chooses the investigation for the student • Teacher assists students develop the questions in class • Implementation: • Can lead into full inquiry • Introduce complex phenomenon • All levels of students, smaller classes

  12. Inquiry: Martin-Hansen • Coupled inquiry • Combines a guided inquiry investigation with an open-inquiry investigation • 5 steps: Invitation to inquiry, guided inquiry, open inquiry, inquiry resolution, assessment • Implementation: • Upper levels of students: Large classes • Lower levels of students: Small classes

  13. Inquiry: Martin-Hansen • Structured inquiry • Directed inquiry by the teacher • Cookbook lesson implementation • Endpoint or product is known • Limited student engagement • Implementation: • All levels: Large classes • Teacher can take away components • Beginning of the teacher evolution process

  14. Inquiry: Koballa et al. • The Spectrum of Scientific Literacy: Koballa • NSES defines scientific literacy as “the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs and economic productivity.” • Educational goal? Something achievable by all students at the end of a period of instruction

  15. Inquiry: Koballa et al. • Three-dimensional framework • 1. Level of scientific literacy • Range of understanding and abilities that enable people to function to different degrees in our scientific orientated world • Seven levels • Figure 1: DNA • Figure 2: General • Expectations now? Levels IV or V on many science related topics • Novice teacher verses experienced teacher • Where should we expect our students to be?

  16. Inquiry: Koballa et al. • Multiple Domains • Profile of teacher understanding • Biology, Physics, EES, Chemistry • Student profiles • Scientific Literacy as a value • Different degrees of value for scientific literacy • Social-cultural issue…does society have a need for scientific literacy? • Cloning? Stem-cell research? Missile defense system? Global warming? • Life-long objective

More Related