copyright © pearson allyn & bacon 2009 chapter 5: what inquiry methods help learners to...

Copyright © Pearson Allyn & Bacon 2009

Chapter 5: Chapter 5:

What Inquiry Methods Help What Inquiry Methods Help Learners To Construct Learners To Construct

Understanding?Understanding?

Teaching Science for All Children

An Inquiry Approach

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T 5.0

Central concepts:Science is fundamental and its attitudes, processes and knowledge form a literacy foundation.

Inquiry is the way of finding out and discovery is what is found; inquiry processes benefit learners in many ways.

Several inquiry teaching methods encourage learners to construct understanding (discovery) and develop literacy skills, but in different ways.

Cooperative learning techniques help to manage science inquiry classrooms and foster beneficial socialization.


T 5.1

The US ranks #14 internationally, slightly below average for scientific literacy.

According to the National Research Council, literacy means:a person can ask for and determine answers to questions stimulated by curiositythe ability to describe, explain, and predict natural phenomenathe ability to read and understand scientific articles in the popular press and converse about validity of conclusionsa person can identify scientific issues and express positions that underlie national and local decisionsa person can evaluate the quality of scientific information of its sources and methodsa capacity to pose and evaluate arguments based on evidence and conclusions

What Is Scientific Literacy?What Is Scientific Literacy?


T 5.2

promoting creativity

encouraging creative writing

providing a foundation for good health habits

helping to develop mathematical skills

providing experiences that can be the inspiration for art and music

helping to develop reading and social studies skills

feeding develop self-esteem

Science AttitudesScience AttitudesAttitudes stimulate the mental processes of scientific literacy by:


Science Processes and KnowledgeProcess skills are tools for building literacy (Skills help to identify, explore and solve problems.Scientific knowledge is a means to an endKnowledge leads to thoughtful consumer choices and responsible behavior

T 5.3


T 5.5

Scientific literacy supports inquiry and discovery.

– Inquiry is a process for finding out, the way of making discoveries

– Discovery is what is found, what learners construct in their minds

Columbus inquired about a new path to Asia, BUT he discovered America!

What is Inquiry and Discovery?What is Inquiry and Discovery?


Inquiry Methods Help Teachers To:

Focus and support literacy thought processes.Stimulate productive discourse among children.Challenge children to accept and share responsibility for learning.

Identify and support diversity.Encourage all children to participate fully in science learning.Encourage and model literacy skills.Encourage and model productive attitudes.

T 5.6


Inquiry Teaching Methods

Learning Cycle

Scientific Learning

Suchman’s Inquiry

Demonstrations

Playful Science

Problem Based Learning

Cooperative Inquiry

T 5.7


Science Learning Cycle 5.1

1. Engagement

2. Exploration

3. Explanation

4. Expansion

5. Evaluation

Describe these steps in the Batteries and Bulbs activity.

T 5.10


Suchman’s Inquiry

to help children construct solutions and explanations

based on discrepant events

student-centered, students ask the questions

relies only on convergent questions that can be answered with a Yes or a No – WHY?

States Guessing Game


Discrepant Event

•Differences from what we normally expect

•Dissonant Situation - Arousal of conflict

•Disconfirmation of expectancy

•Conceptual conflict

•Need to assimilate the incongruous

•Engages exploratory behavior

•Assimilate or articulate the unknown

Classic Discrepant Event Performance?


Discrepant Event Map

T 5.18

Figure 5.6


T 5.19

Phases:1. present the discrepant event

2. students verify facts and collect information via questions

3. student investigation and research

4. teacher-led discussion to develop solution or best explanation

Suchman's Inquiry, cont.Suchman's Inquiry, cont.


T 5.20

To avoid putting children in danger

To model proper skills and safety

To focus the class on an important event

To overcome equipment shortages

To arouse interest, important questions, or to demonstrate learning problems

To help solve academic problems

To encourage slow learners and to challenge rapid learners

When to Use a Teacher Demonstration?

When to Use a Teacher Demonstration?


T 5.22

to recognize effort and originality

to help another child understand

to enhance or to develop communication skills

to build self-confidence

When Should ChildrenDo a Demonstration?

When Should ChildrenDo a Demonstration?


Playful Science

Play

Supports open-ended inquiryProvides moments of natural interestOffers inviting places for discovery to occurCan promote respect for living thingsCelebrates wonderPromotes social development

T 5.24


Problem-Based Learning

Develop a “driving question” for focus.Engage children in investigation.Collect and create artifacts.CollaborateLearn to use technological tools.

T 5.26


Cooperative Learning Groups

Principal Investigator – manages the group and checks the assignment

materials manager – collects and distributes all the equipment

Recorder – collects all necessary information

Reporter – communicates the group’s findings

maintenance director – directs the group’s clean-up effort

M


T 5.28

model scientific attitudes and processes

are creative

are flexible

use effective questioning strategies

focus their efforts on preparing children to think

Demonstration of good questioning techniques

Successful Inquiry TeachersSuccessful Inquiry Teachers


Presenting the Discrepant Event1. Introduce discrepant event – solicit

student questions.

2. Present discrepant event

3. Ask students questions to get them to explain what they think happened

4. Try not to tell concept – guide them by asking more questions.

5. Explain the science concept involved

6. Address safety concerns

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