GUIDED/ EXPLORATORY APPROACH

INQUIRY APPROACH

“We will never be able to help children if we tell them everything they need to know. Rather, we must provide them with opportunities to explore, inquire and discover new learnings” so goes a statement of a science teacher.

The inquiry approach, sometimes termed “discovery ,” “heuristic” and “problem solving” is defined simply as a teaching method which is modeled after the investigative processes of scientist.

When children are learning by interacting with their environment, they are said to be inquiring. They are asking about something, doing something to obtain information and processing that information. Depending on the weight and relevance of the evidence, they formulate their own conclusions.

INSTRUCTIONAL CHARACTERISTICS

The teachers using this approach are aware of the following commonly observed characteristics:

1. Investigative processes such as inferring, measuring, predicting, classifying, analyzing and experimenting, formulating conclusions and generalizations are employed.

2. The procedure in gathering information is not prescribed by the teachers. The students are treated as independent learners. They formulate their own hypothesis and suggest ways of testing them.

3. The children are highly motivated to search, hence active participation is the best indicator of inquisitiveness.

4. The answers arrived at are genuine products of their own efforts. This learning outcome is the best reward and guarantee of lasting impact on the young.

5. Focused questions before, during and after are critical ingredients that provide direction and sustain action.

OUTCOMES OF INQUIRY TEACHING

1. Because of its emphasis on the processes of gathering and processing of information, the teachers are likely to doubt whether they are gaining a clear understanding of content being introduced.

2. Children learn best by manipulating and closely examining real objects. Hence, instructional materials must be carefully selected and planned for a meaningful quest and not a hit-or-miss routine.

3. The inquiry approach which predominantly allows some degree of freedom develops initiative and divergent thinking. Children resent being restricted both in movement and in forming their own ideas.

4. A deep sense of responsibility is developed when children are left to manage their own learning. Experience gained from independent inquiries make them realize the benefits derived from self-managed learning.

5. Educators strongly believe that facts and concepts that children discover by themselves become stored as part of their permanent learning.

6. Experiencing success in discovering lessons builds up the children’s feeling of confidence.

7. Participation in inquiry activities strengthens one’s intellectual capabilities

HOW TO FACILITATE INQUIRY TEACHING

1. Arrange for an ideal room setting.2. Choose tools and equipment that can easily be manipulated.3. The materials to be used or examined must lend easily to the processes to be employed and the end product desired.4. The question/problems to be answered should originate from them, followed by the formulation of hypothesis.5. The procedure should likewise be planned by them.6. At the completion of the activity, require an evaluation of the steps undertaken as to its effectiveness and the clarity of the results.7. Above all, the teacher himself should internalize his changed role to that of a guide, facilitator and counselor rather than the traditional authority who not only determines the material to be learned but also dictates how it should be learned.

PROBLEM SOLVING METHODProblem solving is a teaching strategy that employs the scientific method in searching for information. The five basic steps of the scientific method are:

1. Sensing and defining the problem.

2. Formulating hypothesis

3. Testing the likely hypothesis(by observing, conducting an experiment, collecting and organizing data through normative surveys)

4. Analysis, interpretation and evaluation of evidence

5. Formulating conclusion• This approach is used most often in science and

mathematics classes. The students are trained to be sensitive to any puzzling situation or to any difficult situation that needs to be solved. Having defined the problem clearly, a tentative solution is solicited. The closest scientific guess is then pursued by undertaking an appropriate investigative technique such as performing an experiment or gathering data through directed observations. Finally they led to formulate conclusions.

ADVANTAGES1. This approach is most effective in developing skill in employing the science processes.

2. The scientific method can likewise be used effectively in other non-science subjects.

3. The student’s active involvement resulting in meaningful experiences serves as a strong motivation to follow the scientific procedure in future undertakings.

4. Problem solving develops higher level of thinking skills.

5. A keen sense of responsibility, originality and resoursefulness are developed.

6. The students become appreciative and grateful for the achievement of scientist.

7. Critical thinking, open-mindedness and wise judgement are among scientific attitudes and values inculcated through competence in the scientific method.

8. The students learn to accept the opinions and evidence shared by others.

THANK YOU!