Inquiry
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Inquiry. Dr. Charles Ophardt EDU 370. Defining Inquiry. Inquiry is how scientists study the natural world - Part of nature of science - Processes of science Inquiry as a Teaching Technique Problem solving Student centered Hand’s on Activities. Inquiry as a Process of Science.

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Inquiry

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Inquiry

Inquiry

Dr. Charles Ophardt

EDU 370


Defining inquiry

Defining Inquiry

  • Inquiry is how scientists study the natural world- Part of nature of science- Processes of science

  • Inquiry as a Teaching TechniqueProblem solvingStudent centeredHand’s on Activities


Inquiry as a process of science

Inquiry as a Process of Science

  • Scientific method

  • Question

  • Hypothesis

  • Experimentation controlling and changing variables

  • Observations and Data Gathering

  • Conclusions and Explanations


Inquiry process of science ii

Inquiry - Process of Science II

  • Scientific method

  • A step-by-step process that may be followed in order to conduct scientific studies.

  • Is quite restrictive in its scope. Scientists usually do not walk through the method sequentially. May form a new hypothesis during experimentation.

  • Studies based upon observation in which no experimentation is performed are also valid scientific studies.


Inquiry process of science iii

Inquiry - Process of Science III

  • Hypothesis

  • A student may tell you "A hypothesis is an educated guess.” This is not an adequate response.

  • A hypothesis is a statement, based on previous observations, that can be tested scientifically.


Inquiry process of science iv

Inquiry - Process of Science IV

  • Observations and inferences.

  • Observations describe an environment based on our five senses.

  • Inference is bringing our past experience into making a judgment based on an observation. It is also the start of an explanation.

  • Scientific facts are observable phenomenon in a particular situation. "Dinosaurs were cold-blooded" is not a scientific fact, because this phenomenon cannot be observed


Inquiry process of science v

Inquiry - Process of Science V

  • Theories.

  • In common usage, theories are often ideas that have not been validated.

  • In science, a theory has a much stronger meaning.

  • Scientific theories are broadly based concepts that make sense of a large body of observations and experimentation.

  • Theories successfully tie together a huge amount of information that has been validated


Inquiry process of science vi nature of theories

Inquiry - Process of Science VI - Nature of Theories.

  • Because inductive reasoning starts with data, scientific theories must be based on data.

  • Scientific theories must be logically falsifiable.

  • Scientific theories must be empirically testable, or lead to predictions or retrodictions that are testable.

  • Scientific theories must make verified predictions or retrodictions.

  • Scientific theories must concern reproducible results.

  • Scientific theories must not postulate anything unnecessary.


Features of classroom inquiry

Features of Classroom Inquiry

  • Students engaged:

  • Science questions and problems

  • Give priority to evidence to develop and evaluate explanations

  • Formulate explanation from evidence

  • Evaluate explanations

  • Communicate explanations


Inquiry based instruction

Inquiry Based Instruction

  • Structured Inquiry

  • Guided Inquiry

  • Open Inquiry


Structured inquiry

Structured Inquiry

  • Students given:

  • Problem to solve

  • Method to solve problem

  • Necessary Materials

  • But not expected outcomes

  • Student expected to discover concept and generalize from data collected


Guided inquiry

Guided Inquiry

  • Student need to:

  • In addition to the items in structured inquiry,

  • Must figure out their own method to solve the problem


Open inquiry

Open Inquiry

  • In addition to the items in structured inquiry,

  • Must also formulate their own question

  • Must figure out their own method to solve the problem

  • Most closely “mimics” actions of scientists


Inquiry models of teaching

Inquiry Modelsof Teaching

  • Inductive Inquiry

  • Discovery Learning

  • Problem solving

  • Deductive Inquiry


Inductive inquiry

Inductive Inquiry

  • Start with simple questions

  • Observe lots of objects

  • Gather information

  • Find patterns

  • Discover concepts and theories


Deductive inquiry

Deductive Inquiry

  • Reverse of Inductive Inquiry

  • Give concepts, principles, or theories

  • Activities are designed to help understand concept

  • Look for evidence

  • Apply concepts


Discovery learning

Discovery Learning

  • Very similar to deductive inquiry

  • Designed to assimilate new concepts and principles

  • Engaged in observing, measuring, Inferring, predicting, classifying


Problems solving

Problems Solving

  • Can be student generated

  • Not traditional numerical problems

  • Can be more global in nature

  • Could focus on process skills


References

References

  • Inquiry Models of Teachinghttp://scied.gsu.edu/Hassard/mos/7.4.html

  • Inquiry and NSES http://books.nap.edu/html/inquiry_addendum/ch2.html

  • http://teacherlink.org/content/science/class_examples/Bflypages/nos.htm


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