5 inquiry learning

							INQUIRY LEARNING

 Saouma BouJaoude
 Sahar Alameh
 Nada Radwan
 Science Education For Diversity Project
 American University of AUB
WS Learning outcomes
   Describe the elements of inquiry-based learning
   Specify and define the steps of inquiry
   Develop good inquiry questions
   Describe the role of learners and teachers in inquiry-
    based learning
   Differentiate between traditional and inquiry teaching
   Describe the characteristics of an inquiry based science
    activities
   Describe strategies to implement science inquiry activities
   Design curriculum-based science inquiry activities exciting
    activities
   Develop frameworks to evaluate science inquiry activities

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Introductory activity
 Title: The balanced box

 Question: How was the box designed to work
  as it does?

 Procedure:
     Observe the box carefully
     Use the observations to produce a design of the tube




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Conclusions
 Knowledge is constructed by humans

 Knowledge is speculative and unreliable

 Knowledge grows through exposure




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ACTIVITY: Definition of Inquiry
 PURPOSE: The purpose of this activity is to
  introduce participants to the K-W-L-H method
  in order to initiate inquiry and specify its steps.
  The activity stresses the importance of prior-
  knowledge and teachers’ and learners’
  generated questions in inquiry.




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Question
 What are the sources of energy on which
  human beings depend at the present time?




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Tentative list of energy sources
   Food
   Fire
   Animal labor
   Rivers
   Wind
   Sun
   Fossil fuels
   Chemical
   Atomic
   …..


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Investigate the following questions
     What changes took place overtime in the
      energy sources available to human beings?

     What are the trends for energy consumed by
      each person over time?




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Questions
 What specific questions are you interested in
  answering related to energy sources and
  energy consumed by each person?

 Knowing that Chart 1 was developed in 1972,
  how can we learn more about energy sources
  and energy consumed by each person now
  and in the future?




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Questions that can be asked
 What energy sources are available now?
 What do you expect the amount of energy
  used for food by each person daily to be now?
 What do you expect the amount of energy
  used for transportation by each person daily to
  be now?




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Questions that can be asked
 What energy sources are available now?

 What do you expect the amount of energy used for
  food by each person daily to be now?

 What do you expect the amount of energy used for
  transportation by each person daily to be now?

 What sources would you use to get new data on
  energy?


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Criteria to evaluate web pages
 Accuracy. The author and institution that published the web page is
  provided along with ways of contacting him/her

 Authority. The page presents the author’s credentials and its domain
  (.edu, .gov, .org, or .net).

 Objectivity. The web page provides accurate information with limited
  advertising and it is objective in presenting the information.

 Currency. The web page is current and updated regularly (as stated on
  the page) and the links (if any) are also up-to-date.

 Coverage. The information in the web page can be viewed properly--
  not limited to fees, browser technology, or software requirements.

 Refer to:
  http://www.library.cornell.edu/olinuris/ref/research/webcrit.html


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ACTIVITY 1

 TITLE: Why does the water rise?

 MATERIALS:
   Trough or basin,
   Matches,
   Gas jar,
   Birthday candles,
   Modeling clay

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Activity 2:
The Egg and the Milk Bottle
What is inquiry?
 Inquiry is a teaching method that engages
  learners in authentic investigations in which
  they identify problems, ask questions, propose
  solutions, make predictions, design
  procedures, collect, and organize data, and
  draw conclusions.




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What is inquiry - Details
 A teaching strategy that aims to teach learners
  how to conduct investigations and to use and
  assess evidence in order to answer questions
  or solve problems.

 Primarily aims to develop learners’ higher
  order and critical thinking skills. Content
  provides a context for developing and
  practicing thinking skills. Content and thinking
  are inseparable.

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What is inquiry-Details
 A “genuine” problem is essential for the
  success of inquiry teaching in developing
  learners’ thinking skills:

 Learners (and preferably the teacher) do not
  know and have no access to “the” or “an”
  answer. They have to reach conclusions based
  only on their investigations and their data




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What is inquiry-Details
 A “genuine” problem (that lends itself to
  investigation) guarantees that learners (and
  their teacher) will have authentic experiences
  (similar to those of researchers) in assessing
  the validity of various claims, and adjudicating
  between contradictory claims concerning a
  certain phenomenon




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Inquiry steps
 Step 1. Framing The Investigation

 Step 2: Designing the Investigation

 Step 3: Collecting and Presenting Data

 Step 4: Analyzing and Interpreting Results




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Activity 3
 Title: How many points are touching?

 Materials: A bobby pin (hair pin) for each pair
  of participants.

 Question: Where is it easier to feel the tip of
  a pin touching your skin, on your hand or near
  you shoulder?

 Hypothesis: What is your hypothesis?

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Procedure
     Ask the subject of the experiment to hold out his/her
      hand with palm up and close his or her eyes
     Divide the length of the hand and arm into 20 equal
      intervals
     Randomly touch the hand or arm with either one tip of
      two tips
     Ask the subject of the experiment if he is being touched
      with one or two tips.
     Circle the correct or incorrect responses in the following
      table.
     After you have finished colleting data switch roles and
      repeat the activity.



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Follow up questions
 Where was it easier to tell how many tips were touching?

 Why did we make more mistakes the higher up the arm the
  pin was touched to the skin?

 What makes our touch sense more sensitive?

 Where would a cut in the skin hurt most?




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Hypothesis testing
           What pattern can you get from looking at all the results?

           Was your hypothesis confirmed and rejected? What
            evidence do you have for your decision?




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General inquiry model
     Identifying a question or problem
     Forming hypotheses
     Gathering data
     Assessing hypotheses
     Generalizing




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Good Inquiry Questions
 It may have more than one answer

 It can be studied/ It has a possible answer

 There is data available or can be collected
  about it.

 Others might find it useful or beneficial.

 It is conSEDely and exactly phrased.

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Good inquiry questions-examples
 Do roses that are kept in the light 24 hours per day grow taller
  than those that are kept in the light 8 hours a day?

 Which frozen liquid melts the fastest: water, milk, or soda
  pop? or Which liquid evaporates the fastest?

 Does your pulse rate increase or decrease after listening to
  music?




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Good inquiry questions
 Do batteries stored in the freezer power a toy car longer than
  those stored at room temperature?

 Do pumpkins that weigh 5 kilograms or more or more contain
  more seeds than those that weigh less than 5 kilograms?

 Does the size of the wheels on a toy car affect the distance it
  travels?

 Does the temperature of water affect how fast salt crystals (or
  sugar crystals) melt?

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"Not Good" inquiry questions
 What causes dew?

 How is igneous rock formed?

 How does dishwashing soap clean away oil?

 What did the Tyrannosaurus Rex eat?

 What keeps a satellite in orbit around a planet?




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The General Inquiry Model

1. Identifying a question or problem
       The T, the Ss or both generate a problem
       The problem is genuine and relevant to Ss’
        interests and/or needs (or current/future content)
       The problem is discussed, clarified, and defined
        through discussion




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The General Inquiry Model (cont’d)


   2. Forming hypotheses
           Ss suggest tentative solutions (hypotheses) to the
            problem
           Initially all hypotheses are accepted. Then the
            hypotheses are discussed and assessed for
            relevance and their verifiability with evidence
           One or a few hypotheses are selected for
            investigation
           The tentative nature of hypotheses is emphasized



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The General Inquiry Model (cont’d)

 3. Forming hypotheses
       Ss suggest tentative solutions (hypotheses) to the
        problem
       Initially all hypotheses are accepted. Then the
        hypotheses are discussed and assessed for
        relevance and their verifiability with evidence
       One or a few hypotheses are selected for
        investigation
       The tentative nature of hypotheses is emphasized




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The General Inquiry Model (cont’d)

4. Assessing hypotheses
       Ss discuss and analyze their data
       Ss assess the validity of their tentative hypotheses
        based on the collected evidence
       The logic of hypothesis testing is highlighted
        (prove/disprove vs. lend/detract support) and the
        value of hypotheses (even the ones rejected) in
        guiding investigations is emphasized.




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The General Inquiry Model (cont’d)

  5. Generalizing
        Ss discuss whether and to what extent their
         conclusions can be generalized
        Valid generalizations are drawn




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Activity 4
     Title: Why does popcorn pop?

     Procedure:
           Works in groups of 4
           What is your hypothesis?
           Design an experiment to test your hypothesis




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         Herron Scale
Evaluating the Level of Inquiry
Level   Problem   Procedure   Solution
 0        X          X           X
 1        X          X


 2        X


 3
Activity 5
     Title: The heavy newspaper!

     Procedure:
           I will use the thick piece of wood to deliver a strong
            blow to the piece of plywood hanging from the edge
            of the table.
           “What will happen?” in what direction will the
            newspaper fly? To the front? To the back?”
           “Think-Pair-Share” this question. Ask them to
            explain their prediction.




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Explanation
 The plywood breaks because the downward force from the blow
  of the hammer (or piece of wood) is counteracted by the
  downward force due to atmospheric pressure acting on the
  newspaper

 Atmospheric pressure is caused by the weight of the air above
  the surface of the Earth.

 Pressure is defined as force per unit area: Pressure (P) = Force
  (F) / Area (A). The force in this case is caused by the weight of
  the air above the surface of the Earth. The larger the surface
  area, the larger the force due to atmospheric pressure




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Activity 5
 Title: The efficient diver

 Procedure:
     What will happen if I squeeze the
       bottle in different places
     Observe carefully what happens and write
      down your observations.
     Use the Think-Pair-Share strategy to and
      explain their observations




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Explanation
    Squeezing the bottle increases the pressure in the water and
     compresses the air inside the pen top. This increases the mass
     of the dropper but the volume stays the same, therefore its
     density increases. Note the following:

    An object with a density less than that of a fluid will float in
     that fluid and an object with a density more than that of a
     fluid will sink in that fluid.

    Pascal's law: Pascal's law states that when there is an
     increase in pressure at any point in a confined fluid, there is
     an equal increase at every other point in the container.




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                 Question


 Describe the teaching strategy I used in the
  previous activities.




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Predict Observe Explain (POE)
Step 1: Predict
   Ask the learners to write independently their prediction of what
    will happen.
   Ask them what they think they will see and why they think
    this.
Step 2: Observe
   Carry out the demonstration.
   Allow time to focus on observation.
   Ask learners to write down what they do observe.
Step 3: Explain
   Ask learners to amend or add to their explanation to take
    account of the observation.
   After learners have committed their explanations to paper,
    discuss their ideas together.

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Predict - Observe - Explain (POE)
    POE can be used for:
       finding out learners' initial ideas;
       providing teachers with information
         about learners’ thinking;
       generating discussion;
       motivating learners to want to explore
         the concept;
       Generating investigations.



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Activity 6
 Materials:
     A round balloon
     Two small plastic or glass cups (with a smooth rim).
 Procedure
     Blow up the balloon about one third way.
     Hold one cup in each hand. Hold the cups against
      opposite sides of the balloon (while the balloon is in
      the mouth) and blow further (until about twice the
      size).
     Let go of the two cups.



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Activity 6




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Activity 6
 What concepts were derived from this activity?
 What other examples can you think of?




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Learning Cycle
Exploration
     Learners experience objects and events, discover
      patterns and relationships, and are not given answers or
      labels
Term introduction
     Learners determine relationships among objects and
      events and teacher helps learners construct appropriate
      labels or provides the labels
Application
     Learners apply their knowledge of a given concept to
      other situations and teacher encourages Learners to
      discover examples to illustrate the concept or concepts




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Working With Circuits
 Work in groups of 4 to change the activity into
  a learning cycle laboratory.

 When you finish, one of you will present the
  activity you designed to the other groups




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Activity 7
 Title: Electricity
 Procedure:
     You will need two dry cells two light bulbs, and
      several pieces of wire.
             Use one wire, one dry cell, to light one bulb. Draw your
              set-up (s)
             Use two dry cells, and several wires to light one bulb.
              Draw your set-up (s).
             Use two dry cells and several wires to light two bulbs.
              Draw your set-up (s).




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Challenge

 What is the internal structure of the light
  bulb




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Learning cycle
 Research has shown that the learning cycle is
  an efficient model that can be used at all
  educational levels.

 Two issues however, are missing from the
  model:
     Engagement
     Evaluation


 Thus the 5 E model was developed

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5E Model
                       Engagement

                       Exploration

                       Explanation (or
                        term introduction)

                       Extension (or
                        application)

                       Evaluation


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               Engage

Activity which will focus student’s
attention, stimulate their thinking, and
access prior knowledge.
             Explore


Activity which gives students time to think
and investigate/test/make
deSEDions/problem solve, and collect
information.
               Explain

Activity which allows students to
analyze their exploration. Student’s
understanding is clarified and modified
through a reflective activity.
                 Extend

Activity which expands and solidifies
student thinking and/or applies it to a
real-world situation.
            Evaluate
Activity which allows the teacher to assess
student performance and/or understandings
of concepts, skills, processes, and
applications.
Comparison of Learning Cycle and 5E
                           Engagement

   Exploration            Exploration

   Term introduction      Explanation (or term
                            introduction)
   Evaluation
                           Extension (or application)

                           Evaluation
Group discussion
 How do you transform the learning cycle
  activities we performed into 5E model
  activities?

 How do evaluate inquiry activities?
     Rubrics




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Rubric
Activity 8
 Why can a person lie down on a bed of nails and not be
  injured?




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Explanation
 The explanation of this phenomenon is related to the fact that
  the force per unit area of skin (i.e., pressure) is what
  determines if a nail will pierce the skin.

 The force is determined by the weight of the person lying on the
  bed of nails.

 The area is determined by the effective area of the tip of the
  nail, or nails, in contact with the skin.

 When a 'bed' of nails is used, the same force produced by the
  weight of the body is distributed over perhaps hundreds of
  nails. Therefore, the force applied to any one nail is
  correspondingly reduced, with the result that the force per unit
  area at the tip of any one nail will be below the level required to
  pierce the skin. Since this applies to all the nails in the bed, no
  nail then penetrates the skin.

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Activities 9 - 13

 Title:    Can you boil water in a paper cup?

 Title:    Why are the raisins dancing?




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Teaching Science with Discrepant
Events

 A discrepant event is a science activity that can create
  cognitive dissonance in the mind of a learner.

 A discrepant event provides the learner with an opportunity
  to think critically in order to solve a problem

 There is an element of surprise in the science activity as the
  students are watching attentively



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Teaching Science with Discrepant Events

  A discrepant event motivates students to think beyond the
   obvious

  It helps children employ their prior knowledge in
   resolving the conflict.

  While actively engaged in exploring a discrepant event,
   students have an opportunity to utilize some or all of the
   science process skills.


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Teaching Science with Discrepant Events

 Suggestions for presenting discrepant events:

       Let students replicate the discrepant event. Let them work in
        groups of 2-4 students.

       Ask the students to think and write down their ideas and possible
        solutions to the inconsistency created by the demonstration

       Assess students’ prior knowledge by using a verbal questioning
        technique. Use variety of questions. Remember Bloom’s
        Taxonomy.



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Teaching Science with Discrepant Events

 Watch out for students’ misconceptions.

 Your questions should represent all levels of Bloom’s
  Taxonomy

 Don’t be so anxious to provide the answer to the discrepant
  event right away.

 Provide many opportunities for students to experience
  success.
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The Futures Wheel
   The futures wheel is a teaching technique that
    encourages students to think creatively in exploring the
    implications of a particular issue or event.

   There are no right answers when completing a futures
    wheel, and no deSEDion-making occurs.

   It is used to analyze issues in preparation for deSEDion-
    making. Students look at an event, experience or
    deSEDion and ask "What might happen if...?"




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Objectives of a Future Wheel
Students will be able to:

     Understand that every deSEDion, technological, or scientific
      development has numerous effects.

     Develop a futures wheel to explore the effects of a deSEDion,
      scientific, or technological development.

     Recognize the value of the futures wheel as a tool for thinking
      about the effects of environmental deSEDion, scientific and
      technology developments.




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     Conducting a futures wheel activity

1.     Explain that every event has an impact on other
       events or factors. Distribute the handout and show the
       students how the handout is interpreted beginning at
       the center circle and proceeding outward.

2.     Divide the class into groups of four to six students.
       Tell the students that they are to select a possible
       environmental deSEDion, future scientific or
       technological development as the subject for their
       futures wheel.




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Conducting a futures wheel activity (Cont’d)


3.     Next students should ask themselves
     •   "What might happen if...?"
     •   Each group should come up with three to five
         answers to this question.
     •   Explain that these first responses are called
         the first-order connections.
     •   A circle should be drawn around each
         response, and a single line should connect
         these responses to the central event.




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Conducting a futures wheel activity (Cont’d)




4.     Then each group should asks "What might
       happen if...?" about each of the first-order
       connections.

           A double line should connect each second-
            order connection with the first-order
            connection that caused it.
           As students work, remind them to thing of
            both positive and negative connections.




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Conducting a futures wheel activity (Cont’d)


5.       The diagram produced by the group then is
         shared with all the class and, if possible,

     •      A common futures wheel is drawn for the
            whole class.
     •      It is worth noting here that a futures wheel
            may be used to analyze any issue in school
            situations and in everyday situations.




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Major Elements of Constructivist Learning

   Activating prior knowledge
   Acquiring knowledge
   Understanding knowledge
   Using knowledge
   Reflecting on knowledge




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The role of the teacher in inquiry
 Assumes the role of a facilitator of the inquiry
  process
 Plans the various aspects of the lesson and
  guides learners in their investigations
 Insures that learners are given ample time to
  conduct their investigations and go through the
  whole inquiry process
 Encourages learners to reflect on the various
  aspects of their investigations


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