Inquiry by: Rosemarie T. nayve 2p-bio

1. Submitted by:
Rosemarie T. Nayve
Submitted to:
Mr. Carlo M. Cornejo

2.  Inquiry education (sometimes known as the
inquiry method) 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 question.

3.  • Self-confidence in their learning ability
 • Pleasure in problem solving
 • A keen sense of relevance
 • Reliance on their own judgment over other
people's or society's
 • No fear of being wrong
 • No haste in answering
 • Flexibility in point of view
 • Respect for facts, and the ability to
distinguish between fact and opinion
 • No need for final answers to all questions,
and comfort in not knowing an answer to
difficult questions rather than settling for a
simplistic answer

4.  • They avoid telling students what they "ought to
know".
 • They talk to students mostly by questioning, and
especially by asking divergent questions.
 • 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 (with the above characteristics of "good
learners" as a goal).

6. One of the advantages of teaching
inquiry is that through the
development of their own queries
and skills, they could link their
questions to their every day lives
and in that way, they could easily
learn new things since they can
relate to whatever they have
developed asking.

7.  advantage for students who are not
the type who loves to read long texts
on books. Because of the hands-on
development of investigations, it
would be interesting for a student who
does not have the attention span to sit
and read books for hours. Those long
unbearable hours of trying to
understand each lesson in a textbook
could be the reason why a student is
categorized as a low-achiever. Schools
that have been using inquiry teaching
have reported that this method of
teaching has created wonderful results
out of low-achiever students.

8.  This method of teaching could also be
an advantage for the educational
system issues pertaining to the racism
and the gender inequities. Studies
showed that educators who was
trained to do inquiry teaching was
more successful in maximizing the
students potential when it comes to
learning the subjects at hand. Teaching
inquiry is the key to the problems
about not giving fair equal education
that the American system could not
offer to all of the races or in both
genders.

9. Teaching inquiry is a great way to
teach students who are culturally
challenged or those who are in need of
special attention. In other words,
students who do not possess the ability
to learn and understand a lesson right
away are said to have maximized their
potential through inquiry teaching.
Through the hands-on teaching,
students are more likely to relate
themselves through their own
experiences, which is why it is more
effective for them than the traditional
way of teaching

11.  There are some disadvantages associated
with the use of the inquiry method of
instruction used in isolation. It has been
established that in an inquiry based
classroom the teacher’s role is mainly that of
a facilitator. Many of them experience
interactional difficulty with their students.
Teachers also face lots of difficulties in
channeling and maintaining the interest of
students as they engage themselves in
inquiry activities and try to derive
appropriate conclusions about nature
(Bencze, 2009).

12.  They need to be specifically trained in
methods that will enhance their abilities to
use directives in a polite form and
strategically share authority with their
students while at the same time
maintaining their authority in the
classroom. This would call for careful
planning. Careful planning and preparation
is also required for adequate content
information to be imparted to students,
which makes it difficult for some science
topic to be taught using the inquiry method
(Robertson, 2007).

13.  It is possible for students to forget facts
given as rote memorization which is
sometimes used as method of imparting
information. Dewey was disturbed to see
rote memorization and mechanical
routine practices in science classroom.
This method of imparting information can
be done when using the direct instruction
method of teaching

14. The danger with this practice is
that there is no foundation of
knowledge built which the child
can draw from in the event that
he/she forgets the memorized
knowledge. Their process skills
and abilities to make judgment
would not have been significantly
developed (Wang & Wen, 2010;
Vandervoort, 1983).

15. Guidelines for
effective learning
Standards for Good
Teaching

16.  • Principle 1. The teacher understands
the central concepts, tools of inquiry, and
structures of the discipline(s) he or she
teaches and can create learning
experiences that make these aspects of
subject matter meaningful for students.
 • Principle 2. The teacher understands
how children learn and develop and can
provide learning opportunities that
support their intellectual, social, and
personal development (Effective Learning
and How Students Learn).

17.  • Principle 3. The teacher understands how
students differ in their approaches to learning
and creates instructional opportunities that are
adapted to diverse learners (How Students
Learn and Teaching Special Needs Students).
 • Principle 4. The teacher understands and
uses a variety of instructional strategies to
encourage students' development of critical
thinking, problem-solving, and performance
skills (Lesson Methodologies and Problem
Solving).

18.  • Principle 5. The teacher uses an
understanding of individual and group
motivation and behavior to create a learning
environment that encourages positive social
interaction, active engagement in learning, and
self-motivation (What Is Cooperative Learning,
and What Does It Do? and Motivating Your
Students).
 • Principle 6. The teacher uses knowledge of
effective verbal, nonverbal, and media
communication techniques to foster active
inquiry, collaboration, and supportive
interaction in the classroom (Lesson
Methodologies and Levels of Questions).

19.  • Principal 7. The teacher plans instruction
based on knowledge of subject matter,
students, the community, and curriculum goals
(Lesson Plans: Using Objectives and The
Question of Homework).
 • Principle 8. The teacher understands and
uses formal and informal assessment strategies
to evaluate and ensure the continuous
intellectual, social, and physical development
of the learner (Categories of Evaluation).

20.  • Principle 9. The teacher is a reflective
practitioner who continually evaluates the
effects of his or her choices and actions on
others (students, parents, and other
professionals in the learning community) and
who actively seeks out opportunities to grow
professionally.
 • Principle 10. The teacher fosters
relationships with school colleagues, parents,
and agencies in the larger community to support
students' learning and well-being (Special
Projects, Special Events).

23.  There are many options for using historic places
in methods instruction and a broad array of
possible lessons/lectures professors might
incorporate into their courses (see "'The Place of
Place'" and a Sample Methods Course Outline).
But thinking of historic places as 3-dimensional
primary sources suggests the value of using
places to prepare novice teachers to teach
inquiry, also referred to as problem solving. The
following sample lesson focuses most particularly
on the inquiry process in history – a perennial
methods topic across grade levels in U.S.
methods courses (see Session Four in the
Methods Course Outline).

24.  1. To introduce a model of history/social science inquiry
 2. To examine the role of evidence and the nature and use
of primary sources in inquiry
 3. To discuss historic places as sources of two-dimensional
and three-dimensional primary sources
 4. To consider what different primary sources contribute to
building inferences and testing hypotheses in the inquiry
process
 5. To demonstrate the use of a historic place to carry out
an inquiry exercise
 6. To catalogue what a teacher needs to know and do to
prepare for the use of places in historical inquiry


25. Introduce Steps in the Inquiry Method
 A standard model for inquiry in history/social science is as follows:
 A. Describe the Problem (What needs to be explained; the problem is often
a puzzling question or other kind of
 discrepant situation that must be resolved.

 B. Generate Hypotheses (Educated guesses that provide possible
explanations)

 C. Test the Hypotheses (Use evidence to confirm or refute hypotheses and to
generate new hypotheses)

 D. Formulate a Tentative Conclusion (What is our tentative explanation or
resolution of the problem, based on the
 available evidence?)



26.  A. Key to the inquiry process is the search and analysis of evidence and
the making of inferences based
 on the evidence.

 B. Historians and other social scientists draw evidence from primary
sources.

 C. Primary sources (“original sources”) are materials (documents,
artifacts, buildings, and the like) that were
 produced during the historical time period being examined and
provide first-hand descriptions of places
 and events; secondary sources provide commentary or
interpretation of primary sources and are derived from
 original sources. Provide a couple of examples of each.

 D. Historic places offer a range of primary sources with which students
can make inferences and draw
 conclusions about historical events and times.

27. Traditional primary documents
 1. Letters, diaries, maps, newspapers,
public records, artifacts
 2. Analyzing traditional primary
documents: see
http://www.archives.gov/education/lessons/
worksheets/ for worksheets used to analyze
documents

28.  A. Use an existing TWHP lesson plan to demonstrate how a
variety of evidence types presented (2-D documents,
 maps, architectural drawings, and visuals of the
place) work together to allow students to formulate and test
 inferences and draw tentative conclusions about a
historical question. (List of all TwHP Lesson Plans)
 1. Present a photograph, map, or other piece of evidence
from the historic place that generates a problem to be
 solved or a circumstance to be explained.
 2. Based on what students see/read, generate several
hypotheses.
 3. Provide additional pieces of evidence from that historic
place that allow students to test the plausibility of
 these hypotheses.
 4. Allow students to construct a tentative conclusion that
solves the problem or provides a valid explanation
 based on the evidence.

29.  A. Here are questions that a teacher must ask in
advance of an inquiry lesson:
 1. What is the problem to be solved, the situation to
be explained, or the puzzle to be unraveled? For example,
 what explains the different street patterns in
different parts of our city? Why were the earliest mills in
America
 built where they were? What was daily life
like in colonial New England village? How did towns and
aspiring
 cities in the Midwest and Great Plains attract
settlers and businesses?
 2. Based on current scholarship, what are reasonable
conclusions one can reach with respect to the inquiry
 problem? What are competing conclusions
about which historians disagree?

30.  3. On what evidence are these conclusions based?
 4. How can I make this evidence accessible to my
students, in the form of 2-D and 3-D primary documents –
 accessible in the multiple senses of
“proximity” (is it a place that can be visited),
“retrievable” (is it a document
 or an artifact that is available for
examination/use) and “understandable” (for example, is
the language of the
 document comprehensible to my students)?
 5. Is there an initial document, artifact, model,
photograph, map, or physical setting can I present to
students that:
 a. will generate an awareness of the problem,
 b. will spark interest in constructing an explanation
that resolves the problem, and
 c. will prompt students to propose several testable
hypotheses for which additional evidence can
 be brought to bear?

31.  6. How shall I make that additional evidence
available to students in a way that will help
them analyze the
 evidence, make inferences from the
evidence, and test hypotheses leading to a well-reasoned
tentative
 conclusion?
 7. In short, the teacher works backwards
from the tentative conclusions to the evidence
that is accessible to students. The teacher
makes that evidence available to students, who
can use it to test hypotheses and develop
tentative conclusions (and perhaps also generate
additional questions worthy of further
investigation).

32.  A. Have students search the National Register online database for
local places on the National Register.

 B. Students can search for TWHP lesson plans that might be
appropriate to use or adapt for their final unit plans.

 C. With a partner, identify a place in the community that may
be historically significant (even if not listed in the
 National Register of Historic Places) and conduct a small
research project on its history and significance.
 Include the kinds of evidence you examined and how
they supported your conclusions.

 D. Using the resources described above, and others, plan for a
field study in your local area that demonstrates the
 kinds of evidence that place can provide in historical
inquiry. This will allow your students to apply what they’ve
 learned about using place in the inquiry process.

33.  A. Provide students with two or three hypotheses
about a given historic place and have students
 1. identify a variety of primary sources (both 2-
D and 3-D) that could be used to test the hypotheses and
 2. explain how these sources could be used to
support or refute each hypothesis.
 B. Have students select a historic place, either
locally or from the National Register database and
construct an
 inquiry lesson that uses sources from that
place to make inferences and test hypotheses.
 C. Have students select a lesson plan from the TWHP
lesson database and identify the steps of the inquiry
 process that are implicit in the lesson.

34. THANK YOU
FOR
WATCHING!!!
GOD BLESS!!!