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Inquiry Page
Chip Bruce
Library & Information Science
U. of Illinois at Urbana-Champaign
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Outline
1) Inquiry-based learning
2) Inquiry Page
3) Community Inquiry Labs
4) Research on inquiry
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Harold Kroto
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Stephen's questions• Why do cars speed up passing a stop sign?
• Why do things far away seem blue
• Why do my eyes water when I stare
• How does your body make tears
• Is salt in our tears the same as the salt we
put on food
• What's that pipe from the silo to the barn?
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Weather curriculum
Jack Easley asks students to look up at a rainbow, but the children look down and ask:
"Why do earthworms come out of
the ground after it rains?"
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21st-century challenge
• Find problems
• Integrate knowledge from multiple sources and media
• Think critically
• Collaborate
• Learn how to learn
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Inquiry-based learning
… in which people construct knowledge based on the questions that arise in their lived experience
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Teacher as inquirer
• Inquiry about the world
• Partner in inquiry
• Modeling
• Guiding
• Inquiry about teaching and learning
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Interests of the learner
• Investigate: learn about the world through authentic engagement
• Create: change the world
• Communicate: enter the social world
• Express: reflect on experience
–Dewey, The School & Society, 1900
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• Partner projects
• Resources for inquiry teaching & learning
• Lesson planning support and idea site
• Tools for student and community inquiry
• Inquiry in Action
1) Inquiry Page
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Learning
• Students
• Teachers
• Community members
• Developers– practicums, internships, independent study
– weekly meetings
– workshops
– sequence of courses => graduate specialization
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Community = support for collaborative activity and for creating knowledge connected to people's values, history, and lived experience
Inquiry = support for open-ended, democratic, participatory engagement
Laboratory = a space and resources to bring theory and action together in an experimental and critical manner
2) Community Inquiry Labs
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2) Communities: NCSA
Inquiry involves people as active learners. Students in inquiry classrooms may experience anything from hatching chickens, to a classroom business, to the bioinformatics of whales. Also: Bugscope, EdGrid, VR-Savvy, GK-12, RiverWeb, ChemViz, EADS, ..
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Communities: Beyond…
• Ethnography of the University• Sisternet
• Telenature; Life on the Prairie • Freshman composition• Service learning• Marshall Islands
• CAMPWS (Water)
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3) Research on inquiry
How can we
b) connect learning & life?
c) support participatory design?
d) accommodate diversity & shared
values?
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a) Connect learning and life
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b) Participatory design
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C) Accommodate difference & shared values
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Conclusion
• Design: appropriate technology• Generativity: participatory design• Sustainability: incorporation into
community needs
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Learning to teach - 1
As a guide for the experimentation we so freely
encourage, the table opposite will be helpful. We
must caution, however, that it is rife with half-
truths--despite our best efforts at disclosure. We
are dealing here with living things whose colors,
habits, and general constitutions will vary with
locale and with the skill of the individual
gardener.
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Learning to teach - 2
This unpredictability, which strikes terror into the
heart of the beginner, is in fact one of the glories
of gardening. Things change, certainly from year
to year and sometimes from morning to evening.
There are mysteries, surprises, and always,
lessons to be learned. After almost 40 years
hard at it, we are only beginning.
–Amos Pettingill, The Garden Book, 1986
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Inquiry in science learning
National Science Foundation: “research-
validated models (e.g., extended inquiry,
problem-solving)”
Reinventing Undergraduate Education (Carnegie
Foundation's Boyer Commission): “#1 Make
research-based learning the standard”
Project 2061 (American Association for the
Advancement of Science): “#1 …science
literacy for all high-school graduates”