# Scientific Inquiry and Inquiry Training

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```					             Scientific Inquiry and Inquiry Training
Quick Reference Sheet

Scientific Inquiry Model
The major purpose of this model is to teach the essential process of science
while also learning about major concepts and information from the various
strands of science education.

Syntax:
1. Pose area of investigation to students
2. Students structure the problem
3. Students identify the problem in the investigation
4. Students speculate on ways to clear up the difficulty

Environmental Elements:
 Teacher acts as a guide during turning students towards the inquiry
process
 Students work in a cooperative and intellectual environment
 A supply of problem areas to investigate
 Moderate structure

Quick Reference Scenario:
Mr. Smith’s students enter the classroom after recess. They find objects all over the
classroom such as: bottles, cans, instruments… The students observe and play with the
objects for a few minutes. Mr. Smith then picks up a guitar and plucks one of the strings.
He then taps a glass soda bottle with a spoon. The students notice that the sound is
similar. Students start to suggest different theories and observations of what just
happened. Mr. Smith then poses the following problem to the students: “Your problem
is to find out what makes sound vary and to describe that variation. I want you to
organize yourselves to conduct some experiments and present me with sets of principles
that you think describe these variations. When you’re finished, I want you to be able to
describe to me how you would design an instrument with certain capabilities. Then we
will begin to test your ideas. I think we should now discuss how we will arrange
Inquiry Training Model
The chief learning outcomes of inquiry training are the processes involved –
observing, collecting and organizing data, identifying and controlling
variables, making and testing hypotheses, formulating explanations, and
drawing inferences.

Syntax:
1. Confrontation with the Problem
 Explain procedures
 Present event
2. Data Collection - Verification
 Verify the nature of objects and conditions
 Verify the occurrence of the problem
3. Data Collection – Experimentation
 Isolate variables
 Hypothesize and test relationships
4. Organizing, Formulating an Explanation
 Formulate explanation or rules
5. Analysis of Inquiry Process
 Analyze inquiry strategy and develop more effective ones

Environmental Elements:
 Can be highly structured
 Teacher can control the interaction and prescribe the inquiry
procedures while still allowing cooperation, intellectual freedom, and
equality
 Interaction encouraged
 Ensure that questions are phrased so that they can be answered by yes
or no so that the teacher does not do the inquiry
 Have students rephrase invalid questions
 Use the language of the inquiry process
 Press students to make clear statements with support or evidence
 Confronting materials
 Can be used in all content areas

Quick Reference Scenario:
Mr. Kennedy shows his first grade students a bowl of Fruit Loops cereal. He tells the
students that he was trying to figure out the color that had the most pieces in his bowl and
even inside the box. Students suggest ideas. He then guides the students by telling them
that each student will take the same size sample from the cereal box. Students will
organize their data by using a data table and graph. They will then create one large class
graph and interpret the data. Students will then create rules and be asked to transfer this
method to different content areas and also when faced with the same problem but with
different materials.

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 views: 21 posted: 10/5/2012 language: English pages: 2