Inquiry method of teaching Best slides Presented by Tayyaba Maher University of education Department of Education

1. Inquiry method of
teaching
Tayyaba
BEDF19M015

2. Definition of
Inquiry
“Inquiry” is defined as a quest “for truth, information, or
knowledge…seeking information by questioning”.
Individuals go through a process of inquiry from birth until
they die.
Babies begin to make sense of their surrounding through
their curious observations.
The process of inquiry begins with “…constructing and
gathering information and data through applying the human
senses”.

3. Inquiry
method
• It is a student-centered method
of education focused on asking questions.
• Students are encouraged to ask questions
which are meaningful to them, and which do
not necessarily have easy answers
• Teachers are encouraged to avoid giving
answers when this is possible, and in any case
to avoid giving direct answers in favor of
asking more questions.
• In this way it is similar in some respects to
the Socratic method.
• The method was advocated by Neil Postman
and Charles.

4. Foundations
of Inquiry
It is based on constructivist learning theory. Learning is
enhanced through the inquirers‟ opportunity to engage in
real life activities, situations and with real audience.
From the theory teachers generate the facts that students:
• Can actively build their knowledge and understanding
through their inquiries and information - seeking nature.
• Develop their cognition as well as meta cognition as they
absorb the information.
• Experience changes in their affective and cognitive
domains as they progress.
• Need time to reflect on their new - found knowledge and
process the information.

5. WHY INQUIRY?
Tell me and I forget, show me and I remember, involve me and I
understand.
Inquiry implies involvement that leads to understanding.

6. Types of Inquiry
• Inquiry-based instruction
involves creating situations
in which students take the
role of scientists. These types
of learning situations
typically occur along a
continuum.
Directed
Inquiry
Guided Inquiry Open Inquiry
Students
follow
precise
teacher
instructions
to complete
a hands-on
activity.
←→
Students
develop the
procedure to
investigate a
teacher-
selected
question.
←→
Students
generate
questions
about a
teacher-
selected topic
and design
their own
investigations.

7. Inquiry
Model
An inquiry model provides a clear picture
to the roles of the educators and learners
pertaining to the concept.
In this model 7 phases are involved:
reflecting, planning, retrieving,
processing, creating, sharing and
evaluating.

9. Planning Phase
At this initial phase students will experience a sense of interest or curiosity about the topic. Students will
start by:
• Figuring out the general questions that need to be investigated.
• Finding the information and materials regarding the particular topic.
• Determining the way to present the information to the target audience.
• Suggesting the criteria pertinent to their research product and process evaluation.

10. Retrieving
Phase
Students may not know how to determine which
info is irrelevant or which is related to their inquiry
and may get frustrated.
Here is where the role of teacher-facilitator comes
in.
Teacher must guide them and provide them the
correct skills and strategies to determine relevant
information.
After information inquirers now students need to
come to a focus for their topic.

11. Processing Phase
Now that the inquirers have
decided on their “focus‟ they
will be able to decide on their
specific objective and is able to
come up with their statement
But may be confused.
Therefore, facilitators must
guide learners how to
compare, contrast and
synthesize data in order to
obtain the right resources

12. Creating
Phase
At this phase the inquirers have a certain amount
of readiness and are able to organize the
information as well as create a presentation
format but may be quite uncertain of their product
and need teachers’ guidelines in producing the
acceptable one.
Teacher may also encourage cooperative and
collaborative activities among the learners
whereby they can be teamed up in their creative
efforts and come up with the relevant resources,
discussions and on-line projects.

13. Sharing
Phase
• This is the stage where inquirers will learn to
communicate and share their new understanding in
a variety of ways with their target audience such as
through project presentations.
• Student inquirers will also learn to develop positive
feedback and questioning techniques.
• At this instant, collaborative effort will be
demonstrated at the time where the inquirers
support the other members in their sharing by
participating as audience members.
• It is better to have inexperienced or novice
researchers to be involved in small group sharing
rather than having each individual student share
their work with the whole class as it is often more
successful and time –efficient

14. Evaluating Phase
In order to reach successful outcomes in inquiry, the instructor must
provide the inquirers with opportunities to reflect on the original
brainstorming session and examine the development of their focus.
It is essential that the inquirers make use of learning tools such as rubrics
and checklists to evaluate their products and processes. Inquirers are also
encouraged to work collaboratively at this stage to edit each other’s
product.

15. INQUIRY
LEVELS
Level 1: Confirmation Inquiry
The teacher has taught a particular
science theme or topic. The teacher
then develops questions and a
procedure that guides students through
an activity where the results are already
known.
This method is great to reinforce
concepts taught and to introduce
students into learning to follow
procedures, collect and record data
correctly and to confirm and deepen
understandings.

16. Level 2:
Structured
Inquiry
The teacher provides the initial
question and an outline of the
procedure.
Students are to formulate
explanations of their findings
through evaluating and analyzing
the data that they collect.

17. Level 3: Guided Inquiry
The teacher provides only the research question for the students.
The students are responsible for designing and following their own
procedures to test that question and then communicate their
results and findings.

18. Level 4:
Open/True
Inquiry
• Students formulate their own research
question(s), design and follow through with a
developed procedure, and communicate their
findings and results.
• This type of inquiry is often seen in science
fair contexts where students drive their own
investigative questions.

19. Advantages of
Inquiry
• Learners direct their learning in a
way that is similar to how science
happens in real-world situations.
• Students are able to identify their
own areas of inquiry and engage in
hands-on learning using science
process skills to seek information.
• This results in increased ownership
of learning and enhanced critical
thinking skills while creating a
culture that values learners’ ideas.

20. Teacher’s Role
• Reflect on the purpose and makes plans for inquiry learning.
• Facilitate classroom learning.
• Serve primarily as a resource for the students.
• Guide the students through the learning process.
• Establish content-based parameters for learning objectives, and then
allow students to direct their own learning.
• A co-learner with the students as they engage with real-world questions.
• Provoke additional inquiry of the questions presented by the student.

21. Characteristics
of Teachers for
inquiry
inquiry teachers have the following characteristics
• They avoid telling students what they "ought to know".
• They talk to students mostly by questioning, and especially
by asking divergent questions. (with no specific answer, but
rather exercises one's ability to think broadly)
• They do not accept short, simple answers to questions.
• They encourage students to interact directly with one
another, and avoid judging what is said in student
interactions.
• They do not summarize students' discussion.
• They do not plan the exact direction of their lessons in
advance, and allow it to develop in response to students'
interests.
• Their lessons pose problems to students.
• They gauge their success by change in students' inquiry
behaviors

22. LEARNER’S ROLE
View themselves as
learners in the
process of learning.
Accept an "invitation
to learn" and
willingly engage in an
exploration process.
Raise questions,
propose
explanations, and use
observations.
Plan and carry out
learning activities.
Communicate using a
variety of methods.
Critique their
learning practices.
Direct their own
learning within the
parameters set by
the facilitator.
Work in groups and
learn from each
other.

23. INQUIRY CHALLENGES
• Time-Consuming – More intense learning process
• Messy – More authentic replication of real-world situations
• Loud and Chaotic – Students are more engaged
• Unpredictable – More meaningful teachable moments

24. Summary
Inquiry learning involves developing questions,
making observations, doing research to find
out what information is already recorded,
developing methods for experiments,
developing instruments for data collection,
collecting, analyzing, and interpreting data,
outlining possible explanations and
creating predictions for future study.