The Inquiry Approach to LearningScientifc Method of Inquiry LearningObjectiveTo gain knowledge and understanding about what inquiry isTo become an inquiry erson!teachersTo imlement the knowledge about inquiry in the classroom "reschool#$ain an understanding for science as a method of inquiry%Identify ways that science skills are imlemented throughout the day& 'ssential (greement)e unctual)e active * no need to raise your hand before seak+ S,'(- (S ./''L0 (S 0O1 2(3T)e I34OL4'5 be '3$($'56 and be an I371I/'/we S'' we .''L we 2O35'/2hat is inquiry82hat does inquiry looks like82hat do we do in inquiry8Sensory )alloonwe S'' we .''L we 2O35'/(ctivity5ivide the grous into 9 members in : grou(sk the grou to use their senses to+; touch; feel; smell; discuss; /ecord by using I feel whys activityThe .ive Senses1se your eyes+2hat does it LOO- like8The .ive Senses1se your nose+2hat does it SM'LL like8The .ive Senses1se your ears+2hat does it SO135 like8The .ive Senses1se your tongue+ 2hat does it T(ST' like8

The .ive Senses1se your hands+2hat does it .''L like82hat do you see82hat does it feels like8 2hat does it makes you wonder8shaecolorformnames of object1se you > senses to describe the object 1se your imagination to describe the objectwe '?,LO/' we I34'STI$(T' we 5IS@O4'/2ork in a grou of A.ind a art!object of a living thing outside/ecord your fndings in the 0 chart of S'' .''L 2O35'/)rainstormingThings 2e -nowThings 2e 2ant to .ind Out'?,LO/I3$ activities1sing > senses to see6 touch6 feel6 hear6 do6 think6 wondering'BerimentingTesting@reatingMaking)uildingI34'STI$(TI3$ activities/ead a book.ield triInterview eole.ind an eBert as guest seaker'BerimentingTesting@reatingMaking)uildingScience as InquiryO)S'/4'2hat do you notice8@OM,(/'=ow is it the same as!diCerent from8SO/T (35 O/$(3ID'.ind diCerent ways to grou things&,/'5I@T2hat will haen if8'?,'/IM'3TTry out ideas&'4(L1(T'Think and talk about what haened&(,,L0Transfer what you learned to a new situation&A place for investigation......

"Children are creators, thinkers and proble solvers ! and use a variety of edia to physically, aesthetically and creatively e"press theselves."Inquiry (roach in ,reschoolMatters have characteristic and attributes that can be observed and described ;;; solid6 liquid6 gas.irstly the teachers wanted to fnd out about theexperiencesof the students ; what they already knew about the toic&,re;assessment$uiding 7uestions F 2hat do I know about solid matter8 F 2hat do I know about liquid matter8 F 2hat do I know about gaseous matter8#e$ning the topicIn frst week or so of the inquiry aroach6 the students reGected on their eBeriences of matter6 secifcally what they knew about solid6 liquid6 gas Investigate the topic bydrawing6viewing6constructing6'Berimenting6design H makeredicting6dramatiIing6reading6recording observations6 andinterviewing eBerts&%reparing and presenting $ndings throughdramatiIationgrahschartstalksconstructions6 modelsmuralswriting@oncets F Senses F 'vidence F Matter F Sace F Mass F ,roerties F @olor F Shae F SiIe F TeBture F 2eight F @ategoriIe!sort F @omare F @ontrast F Same F 5iCerent F Solid F Liquid F $as F Measurement F Matter F Material F 2ood.ocus on real henomenon that children can investigate through a variety of hands;on eBeriences&They can draw childrenJs attention to questions such as+ =ow do things work8 2hat do eole do8 and 2hat tools do eole use8Learning tasks that children can engage in during the inquiry aroach may includedrawing6writing6reading6recording observations6 andinterviewing eBerts&2e S=(/' O1/ T=I3-I3$5iscussion about what to do with your fnding 2eather curriculumKack 'asley asks students to look u at a rainbow6 but the children look down and ask+ L2hy do earthworms come out of the ground after it rains8Lin;deth investigation of a toic worth learning more abouta research eCort deliberately focused on fnding answers to questions about a toic osed either by the children6 the teacher6 or the teacher working with the childrenis undertaken by small grou6 whole class or individual child& &ltiately, the ai is to learn ore about the topic rather than focusing on $nding all the right ans'ers.

(hat is theInquiry approach)(ccording to an article byLilian $& -atI6 it isT=I3- about what may work for you how it could be included with your current teaching ractice changes you can make to accommodate investigating childrenJs questions and curiosity*o ho' does this $t in 'ith our curriculu)Teacher as inquirerInquiry about the world,artner in inquiryModeling$uidingInquiry about teaching and learning2hat is inquiry8Is a never ending cycle(sking without eBecting answers@omes from diCerent directionsListening to the thinkingIs staying in touch with the basic mystery of life itself and of our resence hereIn the Sirit of MindfulnessKon /abat;Dinn:MM96 =yerion 302hy use questions to encourage Inquiry85irects search for understanding( bridge between erformance based activities and deeer concetual understanding "=& Lynn 'rickson6 ANNA#Lead to goal of understandingInquiry in (ctionhtts+!!www&youtube&com!watch8vOPat2/kvl1',ractice makes better.ishbowlToic+(nimals.ood Matters2hat Inquiry is@hildren are both proble posers and proble solvers&Inquiry involves di+erent types of learning& Inquiry is a never!ending cycle& 5emocratic classroom6 which requires participation and negotiation aong equals& 2hat Inquiry isntObserving students and aking decisions for the&Telling students 'hat to do&(sking students close!ended questions&,iving solutions instead of encouraging them to solve by themselves&2hat does the teacher do in a successful inquiry;based classroom8Must ossess certain attitudes and skills to encourage studentsQ success& Must suort inquiry!based instruction&3eeds formal operational thinking abilities6 kno'ledge of the subject investigated6 and some understanding of ho' students learn& Teachers behaviors that romote inquiry;based learning(sking open!ended6 or divergent6 questions&(ait for a fe' seconds after asking the questions6 giving students time to think&/esonding to students by repeating and paraphrasing what they have said without raising or criticiIing&(voiding telling students 'hat to do6 praising6 evaluating6 re-ecting6 or discouraging student ideas and behaviors&Maintaining a disciplined classroo& (ny inquiry questions88888