INQUIRY-DISCOVERYINQUIRY-DISCOVERY

The term "inquiry" is associated with an open-ended and ongoing

process while the term "discovery" appears to focus on

the end product.

some views on inquiry:

• "... see inquiry as an exercise of the mind."• "... the essentials of inquiry are design and

debate. "• "... inquiry is a way of knowing. "• "... nature of inquiry is not in the posing of

questions, but in the process of... "• "... inquiry is a tool for constructing personal

meanings of science concepts,..."• " ...from the science perspective, inquiry

oriented instruction engages pupils in the investigative nature of science."

Those who inquire exert “ an effort to discover something new to the inquirer, though not something new to the world.

Inquiry

DISCOVERY

• a student who is able to acquire a new fact, concept, principle, or solution through the inquiry , then the student is making a discovery.

Distinction

Discovery Learning• The students are

provided with data.

• Ascertain the particular principle hidden in the lesson objective through questioning.

Inquiry Learning• The goal is for

students to develop their own strategies

• To manipulate and process information.

INQUIRY-DISCOVERY ORIENTATED SCIENCE

INSTRUCTION

• “ Inquiry is the [set] of behaviours involved in the struggle of human beings for reasonable explanations of phenomena about which they are curious."

• So, inquiry involves activity and skills, but the focus is on the active search for knowledge or understanding to satisfy a curiosity.

Continue …..

• Focus on inquiry always involves: collection and interpretation of

information in response to wondering and exploring.

Children using their senses to observe and using instruments to extend the power of their senses

Children work on their own to discover basic principles.

• the heart of the inquiry in teaching-learning science is a positive environment that encourages, supports and nurtures pupils on their learning paths.

..old saying

• Tell me and I forget, • Show me I remember, • Involve me and I

understand

Characteristics of science inquiry pupils must be immersed in a dynamic process involving all or

most of the following processes:

• exploring and observing the environment and the world around them;

• identifying problems by raising questions and hypotheses;• designing investigations;• analysing and interpreting data to construct meanings, relationships

and explanations (including alternative explanations);• discussing and communicating ideas, arguments and conclusions;

and• conducting reflection on previous work and practices in order to

raise new questions and formulate new lines of thought or inquiry.

Figure 1: The inquiry process

Types and Levels of Science Inquiry

Inquiry Level

Problem Method Solution

Level 0 Given Given Given

Level 1 Given Given Not Given

Level 2 Given Not Given Not Given

Level 3 Not Given Not Given Not Given

Discovery Learning-encompasses SCIENTIFIC MODEL.

Students IDENTIFY PROBLEMS, GENERATE HYPOTHESES, TEST EACH HYPOTHESES

against collected data, and APPLY CONCLUSIONS to new

situations. The purpose of this type of

instruction is to teach students thinking skills.

Discovery Learning with Jerome Bruner.

• the approach starts with the SPECIFIC and moves to the GENERAL.

• The teacher presents examples and the students work with the examples until they discover the interrelationships.

• Bruner believes that classroom learning should take place through INDUCTIVE REASONING, that is, by using specific examples to formulate a general principle.

• Diagram displaying the concepts of triangles in a hierarchy...

Applying Bruner's ideas in the Classroom.

• Pose a question and let students try to find the answer. – 1. How could the human hand be improved? – 2. What is the relation between the area of one tile and the area of the

whole floor? • Encourage students to make intuitive guesses.

– 1. Instead of giving a word's definition, say, "Let's guess what it might mean by looking at the words around it."

– 2. Give students a map of ancient Greece and ask where they think the major cities were.

– 3. Don't comment after the first few guesses. Wait for several ideas before giving the answer.

– 4. Use guiding questions to focus students when their discovery has led them too far astray.

Applying Bruner's ideas in the Classroom.

• Present both examples and nonexamples of the concepts you are teaching. – 1. In teaching about mammals, include people, kangaroos,

whales, cats, dolphins, and camels as examples. Chickens, fish, alligators, frogs, and penguins as nonexamples.

– 2. Ask students for additional examples and nonexamples. • Help students see connections among concepts.

– 1. Ask questions such as these: 'What else could you call this apple?' (Fruit). 'What do we do with fruit?' (Eat). 'What do we call things we eat?' (Food).

– 2. Use diagrams, outlines, and summaries to point out conclusions.

The roles of the teacher

• Helper• Facilitator• Motivator• Manager• interested • Listener• Challenger• evaluator.

Children inquire when they are given :• hands-on learning opportunities• appropriate materials to

manipulate• Puzzling circumstances or

problems for motivation• Enough structure to help them

focus or maintain a productive direction

Some Ways of Introducing a Science Inquiry Lesson

• Using an investigative problem-solving approach

• Using discrepant events (with demonstration)

• Anecdote (without demonstration)• Problem presentation• Interpretation of given data• Video presentation

Pros and Cons of Science Inquiry

Pros• demands the pupil to use mental processes;• encourages a pupil-centered approach;• encourages independence on the part of the pupil and, hence, inculcates

ability to learn by himself;• facilitates more meaningful learning;• enables a pupil to pick up the scientific process which will be useful for

lifelong learning;• facilitates a pupil to remember better;• motivates a pupil by involving him/her in the teaching-learning process;• develops critical thinking skills in a pupil;• fosters habits of mind that have a proven track record in the natural

sciences;• helps a pupil to communicate his/her thoughts and ideas• fosters collaboration among pupils.

Continue……

Cons• time demand is very high and so

associated cost is also high;• may not necessarily be the most efficient

way• can be chaotic.

Implication to classroom teaching• provide multiple representations or perspectives;• provide conceptual interrelatedness;• present real-world, realistic and relevant contexts using

authentic tasks;• focus on knowledge construction, not reproduction;• encourage active pupil involvement and participation with

teacher's scaffolding whenever necessary;• encourage, support and nurture pupil inquiry;• encourage reflective practice;• encourage collaborative and cooperative construction of

knowledge; and• take into consideration a pupil's learning style, initial

mental models, beliefs and attitudes.