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What is Inquiry Based Learning (IBL)?
IBL is a form of teaching which involves the teacher as ‘a guide on
the side’ rather than ‘a sage on stage’. In other words, the students
guide their discovery, by formulating questions and figuring out how
to answe r those questions. In this way, students are invested in
their learning and are more motivated to get results.
YNI Staff Member, fall 2001
At its most basic level inquiry is questioning. As a teacher you may pose
questions and foster curiosity and questioning by your students. See the model
below for the process of structuring an IBL experience – something you may
practice as a life long learner and something you can scaffold for your OPI
students.
Curiosity, questioning,
questioning based on
background
Doing
knowledge
Present findings. What Build hypothesis -
questions developed possible explanations -
during investigation? based on knowledge and
information
Doing and
learning science
Develop explanation in the field
Plan how to investigate
based on data collection.
question-test hypothesis,
Could there be other
experiment
explanations? How
would you test them?
Collect data through
observation, books,
asking experts, with
given tools/resources
INQUIRY is part of our National Science Education Standards for all grade
levels. See the Standards in this section.
The following excerpts are from the National Science Foundation’s publication
Foundations - A monograph for professionals in science, mathematics, and
technology education , the National Research Council’s Inquiry and the National
Science Education Standards, and Teaching and Learning Through Multiple
Intelligences.
This section includes information on what IBL means, what IBL looks like, and
why IBL strategies are a valuable approach to teaching science at OPI.
More Thinking about the Value of IBL
Multiple Intelligences and IBL
As human beings we have many different ways of representing
meaning, many kinds of intelligence. Since the beginning of the last
century, psychologists have spoken about a Single Intelligence that
can be measured by an IQ test; my research has defined 8 or 9
human intelligences (linguistic; logical-mathematical, spatial,
musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalist,
possibly an existential intelligence). We all possess these several
intelligences, but no two of us--not even identical twins--possess
the same profile of intelligences at the same moment. In most
countries throughout history, school has focussed almost
exclusively on language and logic…All of these "Frames of Mind"
are there to be mobilized; if they are not, one could well call
education "half-brained."
Howard Gardner
An Education for the Future: Science & Values
Excerpt from paper presented to The Royal
Symposium, Amsterdam, March 13, 2001
Consider the skills used in an inquiry based learning experience.
An inquiry-based activity includes:
?? Using critical thinking skills (making guesses, connecting data and
forming explanations, testing the explanations)
?? Observing surroundings, happenings (using visual clues, listening,
counting), Sketching and recording data
?? Collaborating with others
In a nutshell, inquiry based experiences tap into multiple intelligences – meaning
many different learning styles are be engaged.
Multiple Intelligences Snapshot
Linguistic intelligence allows individuals to communicate and make sense of the world
through language. Students who enjoy playing with rhymes, who pun, who always have
a story to tell, who quickly acquire other languages--including sign language--all exhibit
linguistic intelligence.
Musical intelligence allows people to create, communicate, and understand meanings
made out of sound. Students who seem particularly attracted by the birds singing
outside the classroom window or who constantly tap out intricate rhythms on the desk
with their pencils exhibit musical intelligence.
Logical-mathematical intelligence enables individuals to use and appreciate abstract
relations. Scientists, mathematicians, and philosophers all rely on this intelligence. So do
the students who "live" baseball statistics or who carefully analyze the components of
problems - either personal or school related - before systematically testing solutions.
Visual/Spatial intelligence makes it possible for people to perceive visual or spatial
information, to transform this information, and to recreate visual images from memory.
The students who turn first to the graphs, charts, and pictures in their textbooks, who like
to "web" their ideas before writing a paper, and who fill the blank space around their
notes with intricate patterns are also using their spatial intelligence. While usually tied to
the visual modality, spatial intelligence can also be exercised to a high level by
individuals who are visually impaired.
Bodily-kinesthetic intelligence allows individuals to use all or part of the body to create
products or solve problems. The capacity is also evident in students who relish gym
class and school dances, who prefer to carry out class projects by making models rather
than writing reports, and who toss crumbled paper with frequency and accuracy into
wastebaskets across the room.
Interpersonal intelligence enables individuals to recognize and make distinctions about
others' feelings and intentions. Teachers, parents, politicians, psychologists and
salespeople rely on interpersonal intelligence. Students exhibit this intelligence when
they thrive on small-group work, when they notice and react to the moods of their friends
and classmates, and when they tactfully convince the teacher of their need for extra time
to complete the homework assignment.
Intrapersonal intelligence helps individuals to distinguish among their own feelings, to
build accurate mental models of themselves, and to draw on these models to make
decisions about their lives. Although it is difficult to assess who has this capacity and to
what degree, evidence can be sought in students' uses of their other intelligences--how
well they seem to be capitalizing on their strengths, how cognizant they are of their
weaknesses, and how thoughtful they are about the decisions and choices they make.
*Naturalist intelligence allows people to distinguish among, classify, and use features
of the environment. Farmers, gardeners, botanists, geologists, florists, and
archaeologists all exhibit this intelligence, as do students who can name and describe
the features of every make of car around them.
The naturalist is new! The seven other intelligences were coined in Gardner’s book
Frames of Mind (1983).
NATURALIST INTELLIGENCE
Instructional Strategies
The naturalist intelligence has to do with
observing, understanding and organizing ?? Collecting data
patterns in the natural environment. ?? Collecting objects from the natural world
?? Labeling and mounting specimens from
Howard Gardner: The core of the naturalist nature
intelligence is the human ability to recognize ?? Organizing collections
plants, animals, and other parts of the ?? Observing nature
natural environment, like clouds or rocks. All ?? Doing experiments in nature
of us can do this; some kids (experts on ?? Noticing changes in the environment
dinosaurs) and many adults (hunters, ?? Sorting articles from nature
botanists, anatomists) excel at this pursuit. ?? Categorizing objects
?? Classifying information
While the ability doubtless evolved to deal ?? Keeping notebooks
with natural kinds of elements, I believe that ?? Learning names of natural phenomena
it has been hijacked to deal with the world of ?? Learning characteristics of the natural
man-made objects. We are good at world
distinguishing among cars, sneakers, and ?? Using magnifiers or microscopes to study
jewelry, for example, because our ancestors nature
needed to be able to recognize carnivorous ?? Using binoculars or telescopes to study
animals, poisonous snakes, and flavorful nature
mushrooms. ?? Drawing or photographing natural objects
?? Nature hikes or field trips in nature
Source: ?? Gardening
http://www.newhorizons.org/trm_duriemi.html ?? Caring for pets
#1 ?? Wildlife protection projects
?? Setting up winter feeding stations for wild
animals or birds
?? Comparing natural observations with
others
?? Visiting zoos and botanical gardens
?? Visiting museums of natural history
?? Drying flowers
?? Studying books about nature
?? Learning about the work of famous
naturalists
Source:
http://www.newhorizons.org/article_eightintel.
html#menu
For more info, see:
Center for Inquiry Based Learning, Duke University
http://www.biology.duke.edu/cibl/inquiry/what_is_inquiry.htm
Inquiry based Learning Workshop
http://www.thirteen.org/edonline/concept2class/month6/
Foundations
http://www.nsf.gov/pubs/2000/nsf99148/
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