INQUIRY-DISCOVERY

The term "inquiry" is associated

with an open-ended and ongoing
process while the term
"discovery" appears to focus on
the end product.

some views on inquiry:

"... see inquiry as an exercise of the mind."
"... the essentials of inquiry are design and
debate. "
"... inquiry is a way of knowing. "
"... nature of inquiry is not in the posing of
questions, but in the process of... "
"... inquiry is a tool for constructing personal
meanings of science concepts,..."
" ...from the science perspective, inquiry
oriented instruction engages pupils in the
investigative nature of science."
Those who inquire exert an effort
to discover something new to the
inquirer, though not something
new to the world.


Inquiry

DISCOVERY
a student who is able to acquire a
new fact, concept, principle, or
solution through the inquiry , then
the student is making a discovery.
Distinction
Discovery Learning
The students are
provided with data.

Ascertain the
particular principle
hidden in the lesson
objective through
questioning.
Inquiry Learning
The goal is for
students to develop
their own strategies

To manipulate and
process
information.

INQUIRY-DISCOVERY
ORIENTATED SCIENCE
INSTRUCTION

Inquiry is the [set] of behaviours involved
in the struggle of human beings for
reasonable explanations of phenomena
about which they are curious."
So, inquiry involves activity and skills, but
the focus is on the active search for
knowledge or understanding to satisfy a
curiosity.


Continue ..
Focus on inquiry always involves:
collection and interpretation of
information in response to wondering
and exploring.
Children using their senses to observe
and using instruments to extend the
power of their senses
Children work on their own to discover
basic principles.


the heart of the inquiry in teaching-learning
science is a positive environment that
encourages, supports and nurtures pupils
on their learning paths.
..old saying
Tell me and I forget,
Show me I remember,
Involve me and I
understand
Characteristics of science inquiry
pupils must be immersed in a dynamic process involving all or
most of the following processes:

exploring and observing the environment and the world around
them;
identifying problems by raising questions and hypotheses;
designing investigations;
analysing and interpreting data to construct meanings, relationships
and explanations (including alternative explanations);
discussing and communicating ideas, arguments and conclusions;
and
conducting reflection on previous work and practices in order to
raise new questions and formulate new lines of thought or inquiry.

Figure 1: The inquiry process
Types and Levels of Science
Inquiry
Inquiry
Level
Problem Method Solution
Level 0 Given Given Given
Level 1 Given Given Not Given

Level 2 Given Not Given Not Given
Level 3 Not Given Not Given Not Given
Discovery Learning-
encompasses SCIENTIFIC MODEL.
Students
IDENTIFY PROBLEMS,
GENERATE HYPOTHESES,
TEST EACH HYPOTHESES
against collected data, and
APPLY CONCLUSIONS to new
situations.
The purpose of this type of
instruction is to teach
students thinking skills.
Discovery Learning with Jerome
Bruner.
the approach starts with the SPECIFIC and
moves to the GENERAL.
The teacher presents examples and the
students work with the examples until they
discover the interrelationships.
Bruner believes that classroom learning should
take place through INDUCTIVE REASONING,
that is, by using specific examples to formulate a
general principle.
Diagram displaying the concepts of triangles in a hierarchy...


Applying Bruner's ideas in the
Classroom.

Pose a question and let students try to find the answer.
1. How could the human hand be improved?
2. What is the relation between the area of one tile and the area of the
whole floor?
Encourage students to make intuitive guesses.
1. Instead of giving a word's definition, say, "Let's guess what it might
mean by looking at the words around it."
2. Give students a map of ancient Greece and ask where they think the
major cities were.
3. Don't comment after the first few guesses. Wait for several ideas
before giving the answer.
4. Use guiding questions to focus students when their discovery has led
them too far astray.


Applying Bruner's ideas in the
Classroom.

Present both examples and nonexamples of the
concepts you are teaching.
1. In teaching about mammals, include people, kangaroos,
whales, cats, dolphins, and camels as examples. Chickens, fish,
alligators, frogs, and penguins as nonexamples.
2. Ask students for additional examples and nonexamples.
Help students see connections among concepts.
1. Ask questions such as these: 'What else could you call this
apple?' (Fruit). 'What do we do with fruit?' (Eat). 'What do we call
things we eat?' (Food).
2. Use diagrams, outlines, and summaries to point out
conclusions.
The roles of the teacher
Helper
Facilitator
Motivator
Manager
interested
Listener
Challenger
evaluator.

Children inquire when they are
given :
hands-on learning opportunities
appropriate materials to
manipulate
Puzzling circumstances or
problems for motivation
Enough structure to help them
focus or maintain a productive
direction
Some Ways of Introducing a
Science Inquiry Lesson
Using an investigative problem-solving
approach
Using discrepant events (with
demonstration)
Anecdote (without demonstration)
Problem presentation
Interpretation of given data
Video presentation
Pros and Cons of Science
Inquiry
Pros
demands the pupil to use mental processes;
encourages a pupil-centered approach;
encourages independence on the part of the pupil and, hence, inculcates
ability to learn by himself;
facilitates more meaningful learning;
enables a pupil to pick up the scientific process which will be useful for
lifelong learning;
facilitates a pupil to remember better;
motivates a pupil by involving him/her in the teaching-learning process;
develops critical thinking skills in a pupil;
fosters habits of mind that have a proven track record in the natural
sciences;
helps a pupil to communicate his/her thoughts and ideas
fosters collaboration among pupils.
Continue
Cons
time demand is very high and so
associated cost is also high;
may not necessarily be the most efficient
way
can be chaotic.
Implication to classroom teaching
provide multiple representations or perspectives;
provide conceptual interrelatedness;
present real-world, realistic and relevant contexts using
authentic tasks;
focus on knowledge construction, not reproduction;
encourage active pupil involvement and participation
with teacher's scaffolding whenever necessary;
encourage, support and nurture pupil inquiry;
encourage reflective practice;
encourage collaborative and cooperative construction of
knowledge; and
take into consideration a pupil's learning style, initial
mental models, beliefs and attitudes.