1 / 10

Richard Suchman: Inquiry

Richard Suchman: Inquiry. By Mike Dehnisch Bishop Lynch High School. Overview of the Model . This model is closely related to the the problem solving models developed by Taba, Bruner and Schwab. This model utilizes a natural process of inquiry and critical thinking.

tad
Download Presentation

Richard Suchman: 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. Richard Suchman: Inquiry By Mike Dehnisch Bishop Lynch High School

  2. Overview of the Model • This model is closely related to the the problem solving models developed by Taba, Bruner and Schwab. • This model utilizes a natural process of inquiry and critical thinking. • This technique is most often used is subjects such as science, but can be used in almost all disciplines.

  3. 2. Generation of Inferences 1. Discrepant event 4. Research 5. Concluding Activity 3. Observation of a Likely Answer Suchman’s Inquiry Model

  4. Discrepant Event • This is a type of problem that the students may know little to nothing about that is introduced by the teacher. • Example: Why doesn't the snail inside this sealed terrarium die?

  5. Generation of Inferences • This is a question and answer period were the students will ask mostly “yes” or “no” questions to get information. • This is information can help lead them into the next step of this process.

  6. Observation of a Likely Answer • With the knowledge gathered in the question and answer period the students can start to make observations about the problem. • With this information, the students can try to formulate an explanation of the observation. This is what is usually termed as a hypothesis.

  7. Research • After a hypothesis has been formulated, the students can then attempt to validate their hypothesis. • This can be accomplished with many different mediums. • More questions and answer sessions. • Using the Internet, books and/or periodicals.

  8. Concluding Activity • The sky is the limit on what can be done here. • Depending on the problem that was presented, you may want the students to test there hypothesis with some type of experiment. • Assessment can be accomplished by the students presenting their finding either orally or a written document.

  9. Conclusion • As an environmental science teacher, this model of teaching fits very well in my classroom. • This method can also be used in other disciplines and at various ages. • There is plenty of room for imagination with this model.

  10. Now Take the Quiz! http://motted.hawaii.edu/~quizuser/quizzes/mdehnisch/SuchmanQuiz.html

More Related