Hierarchic: 4 Main Ideas

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Name:

Rebecca Wesley
Is about

Date:

9/26/2013

Inquiry Model
Main idea Main idea

Is designed to give students experience with the scientific method (asking questions, developing hypothese to answer the questions, and testing the hypotheses with data). Ideally students are the ones that develop inquiry problems, hypotheses, and the data used to test them.
Main idea Main idea

Planning

Implementing

Assessment

Motivation

1st-Design lessons so that there is enough guidance to keep the process moving, but dont intrude on students initiatives and experiences. 2nd- tend to be lengthy so plan plenty of time. 3rd- include the objectives of learning to systematically apply the scientific method and learn to be self-directed. Two essential steps: 1-Identify Inquiry Question and Learning Objectives: the question must contain a variable that can be manipulated and an effect that can be measured. 2-Planning for Data Gathering: Be sure to think ahead of time for all materials that may be needed during experimentation and provide it.

Phase1- Identify Question: present a clear question in concrete form either provided by the student or teacher to be answered. Phase 2- Generate Hypotheses: Students generate hypotheses that attempt to answer the question. Phase 3- Gather and Display Data: Students begin gathering data related to the hypothesis and the effects of manipulating the variable and organize and displaying the results to be analyzed. Phase 4- Assess Hypotheses and Generalize: The teacher reviews the results to the class and the extent to which they support the hypotheses.

The most important assessment piece for this model is to determine whether students can form hypotheses and relate data to explanations. -Case studies allow for formative written examination where the student documents each of the steps of the scientific method related to that topic on paper. -A summative approach to examining students using this model is to observe them and their group interactions during their observations and hypotheses processes.

Questions that the students have asked have become part of the lesson and produce tangible results. Students become excited by the fact that not all answers are solid fact and that they can come from external factors such as other classmates promoting cooperation, which leads to motivating through socialization.

So what? What is important to understand about this?

It teaches students how to think critically about real world tasks, instead of just random calculations that they are not able to see connection to real world application. It keeps them involved and having fun with learning.