What is Inquiry in
Science?
Goals
1.
2.
3.
4.
5.
To understand nature of science as inquiry
To learn about inquiry as a model of
teaching
To compare inquiry science and hands on
science.
To compare teaching science using science
kits and using kits with scientist
notebooks.
To understand the different types of
inquiry.
Inquiry in Science
Inquiry is a way of investigating.
Inquiry is driven by curiosity, a desire for
knowledge, and a sense of wonder about the
natural world.
I wonder how big, heavy boats float.
How does a submarine change its depth?
Inquiry in Science
Inquiry often begins with a question, problem,
an informal exploration or observation.
What will happen if….?
How does it work?
I’ve observed plants grow in soil.
But, will plants grow in liquids?
Inquiry in Science
Inquiry is a way of getting at the truth.
Inquiry is a way of getting at what’s real
about the natural world and how it
works.
*Truth in science consists of facts, concepts, and
theories about the natural world.
Inquiry in Science
Getting at the truth requires . . .
-a systematic use of interrelated scientific thinking
processes*
-collecting evidence using one’s senses
-the scientific attitude of using evidence to explain*
* For a list of scientific thinking process and attitudes, go to WebCT Class Handouts and URLs>Developing a Philosophy and download Nature of Science (DOC)
What the Standards Say About
Inquiry
“Inquiry into authentic questions generated
from student experiences is the central
strategy for teaching science."
Teaching Standard A
National Science Education Standards, p. 31
Link to National Science
Teaching Standards
STANDARD A:
Teachers of science plan an inquirybased science program for their
students.
National Science Education Standards
http://www.nap.edu/readingroom/books/nses/html/3.html
Link to National Science
Teaching Standards
STANDARD B:Teachers of science guide and
facilitate learning.
In doing this, teachers . . .
•
Focus and support inquiries while interacting with
students.
•
Encourage and model the skills of scientific inquiry, as
well as the curiosity, openness to new ideas and data, and
skepticism that characterize science.
http://www.nap.edu/readingroom/books/nses/html/3.html
Rhode Island Beginning
Teacher Standards
Standard 5:
Critical Thinking and Problem-Solving
Teachers
-Engage students in generating knowledge, testing
hypotheses, and exploring methods of inquiry and
standards of evidence. (5.4)
Compare:
Inquiry and Hands-on Science
Inquiry
Hands on
BOTH
Same
Different
Inquiry and Hands-on Science
Inquiry is the preferred model of
teaching.
 Hands on is the preferred approach to
learning.
 When teachers apply the inquiry model,
they select different approaches:

Hands-on, multi-sensory (manipulating
materials; using more than one sense)
 Pictorial (viewing images)
 Symbolic (reading text)

Inquiry Model of Teaching
1.
2.
3.
Inquiry teaching is a central feature of
the national science standards.
Science teaching should include a wide
spectrum of approaches to learning
science.
Inquiry is one approach to teaching.
•
•
All hands on is not inquiry.
Not all inquiry is hands on.
Rankin, Lynn. Lessons Learned: Addressing Common Misconceptions About Inquiry . In National
Science Foundation. (1999). Inquiry thoughts, views and strategies for the K-5 Classroom.
Arlington VA: NSF. http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf
Inquiry model of teaching
is a way of
1.
2.
3.
4.
Developing facts, concepts, and
generalizations.
Applying inter-related science process
skills while developing science ideas.
Solving problems and answering
questions.
Developing curiosity, understanding the
natural world, and solving problems.
Rankin, Lynn. Lessons Learned: Addressing Common Misconceptions About Inquiry . In National
Science Foundation. (1999). Inquiry thoughts, views and strategies for the K-5 Classroom.
Arlington VA: NSF. http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf
Two Effective Methods
of Teaching Science
Using an Inquiry Model
1. Using FOSS modules or other science
modules only
2. Modifying science modules by using
scientist notebooks
Both methods are effective!
And, much more effective than teaching
science by ONLY lecturing, reading and
developing vocabulary without hands on.
Comparing the Method:
Modules Only and
Modules with Scientist Notebooks
Modules
Modules with
Notebooks
BOTH
Same
Different
Benefits of Using
Science Modules
1.
2.
3.
4.
Inquiry-based learning
Hands on, multi-sensory approach
Teachers scaffold thinking. Learners construct
knowledge from smaller ideas to larger ideas.
Easier for beginning teachers to use.
•
•
•
Lessons and materials are prepared and ”ready to go.”
Excellent assessments
Able to integrate reading and extend learning using FOSS
Science Stories
Benefits of Using Modules
and Scientist Notebooks
1.
Notebooks serve two purposes:
•
•
2.
Learners learn more about science as inquiry.
•
•
3.
Historical account of investigations. A place where
learners think scientifically.
A source of assessment information
It’s more authentic. Learners think like scientists think.
Learners apply more of the interrelated science process
skills while investigating
Learners improve their ability to communicate
scientifically.
•
They write, draw, graph, and chart.
Is All Inquiry Teaching the Same?
Is Inquiry Teaching the Only
Approach for Teaching Science?
Types of Inquiry
Scientists investigate in different
ways when inquiring.
Comparing Types:
UV Light Investigation
TYPE
Describing
Collect numerical data and/or
observations
Classifying
Sort or group observations.
Controlled Experimenting
Conduct a “fair test” that relates effect
of manipulated variable on responding
variables when other variables are
controlled.
FOCUS QUESTION
How do UV beads respond to
sunlight?
What are the different types of
light energy?
What happens if you put UV
beads in zipper bags and cover
each bag with sun block with
different SPF?
Comparing Types:
Electric Circuits
TYPE
Describing
Collect numerical data and/or
observations
Classifying
Sort or group observations.
Controlled Experimenting
Conduct a “fair test” that relates effect
of manipulated variable on responding
variables when other variables are
controlled.
FOCUS QUESTION
How do make a bulb light and not
light using a battery, bulb, and
wire?
How do you classify electric
circuits?
What happens if we add several
batteries to the circuit?
DESCRIBING Investigations


Identify What to Observe. Develop an
Observation Guide that anticipates what
can be observed using multiple senses
Develop a Data Organizer that facilitates
easy comparison of different
observations.
Bulb Lights
Bulb Does Not Light
CLASSIFYING Investigations


Identify criteria for comparison be
observed using multiple senses.
Develop a Data Organizer that facilitates
easy comparison of different
observations.
Criteria
Critical Contact
Points
Loop
Bulb Lights?
Open
Closed
CONTROLLED EXPERIMENTING
Investigations

Identify Variables.
Type of Variable
Manipulated
Example
Batteries
what to change
Responding
what to observe
Controlled
what to keep the same
Bulb Lights/Does not
Light
Wire, bulb
INQUIRY CONTINUUM
From teacher controlled to student controlled
What Can Be Controlled?
• Topic
• Questions
• Materials
• Procedures/Design
• Results/Analysis
• Conclusions
Where on the continuum would you
place the learning from science
modules?
National Science
Education Standards
advocates
“student directed research”
as an expectation for
science teaching and learning.
Inquiry Learning Is Not Chaotic.
1.
2.
3.
Inquiry learning is carefully orchestrated. It
is planned. It’s purposeful.
Inquiry is defined by the amount of
flexibility a teacher allows for controlling
what and how students learn.
As teachers gain an understanding of
inquiry, they can become more flexible in
what they control.
Rankin, Lynn. Lessons Learned: Addressing Common Misconceptions About Inquiry . In National
Science Foundation. (1999). Inquiry thoughts, views and strategies for the K-5 Classroom.
Arlington VA: NSF. http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf
Another Example of an
Inquiry Learning
Experience
RI GSEs in Science
5-8 Assessment Targets
PS1 (5-8) INQ-1
Investigate the relationships among mass, volume and density.
PS1 (5-8) INQ+POC –2
Given data about characteristic properties of matter (e.g., melting and
boiling points, density, solubility) identify, compare, or classify different
substances.
Set up your Notebook



Go to next blank page.
Add today’s date.
Add title to Table of Contents:
The Cartesian Diver
Establish Set:
Engaging
Scenario
Focus Question


In your own words,
what question are you
trying to answer?
Use How or What as a
starter word.
Class Focus Question

How do scuba divers
sink or float?
Prediction

I think this will happen when I squeeze
the bottle….because…..
Planning






Glue “Planning/Procedure sheet into
notebook.
Gather materials: 2-liter plastic bottle with
cap, water in bottle, and eye dropper
Set up data organizer.
Gently squeeze the sides of the plastic soda
bottle. Notice what happens.
Squeeze and release the bottle several times
and notice what happens.
Draw and write what you observe in data
organizer.
Observation Guide

List things you might observe:
1.
2.
3.
4.
5.
Set up a Data Organizer
Eye Dropper
Eye Dropper Sinks
Does Not Sink
Draw bottle dropper and write what you observe.
CONTENT BLAST!
The Cartesian diver
demonstrates not only
buoyancy, but the
implications of the ideal
gas law and Pascal's
principle as well.
CONTENT BLAST!


Scuba divers control their
buoyancy in water.
Divers use a weight belt
and a buoyancy
compensator.
CLAIMS AND EVIDENCE
Restate your focus question as a statement.
Restate your prediction.
Claim
Evidence
The object (dropper) sinks when ………..
The object (dropper) doesn’t sink when ………
Conclusion




Read your prediction.
Will you prove or disprove your
prediction?
Write a conclusion by revising or restating
your prediction.
What did you learn?
I used to think (prediction),
Now I think . . .
Next Step - New Questions


I would like to find out ….
I would like to investigate…