Inquiry Page

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Inquiry Page

• Chip Bruce
• Library Information Science
• U. of Illinois at Urbana-Champaign

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Outline

• Inquiry-based learning
• Inquiry Page
• Community Inquiry Labs
• Research on inquiry

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Harold Kroto
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Stephen's questions

• Why do cars speed up passing a stop sign?
• Why do things far away seem blue
• Why do my eyes water when I stare
• How does your body make tears
• Is salt in our tears the same as the salt we put
  on food
• What's that pipe from the silo to the barn?

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Weather curriculum

• Jack Easley asks students to look up at a
  rainbow, but the children look down and ask
• "Why do earthworms come out of
• the ground after it rains?"

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21st-century challenge

• Find problems
• Integrate knowledge from multiple sources and
  media
• Think critically
• Collaborate
• Learn how to learn

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Inquiry-based learning

• in which people construct knowledge based on
  the questions that arise in their lived experience

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Teacher as inquirer

• Inquiry about the world
• Partner in inquiry
• Modeling
• Guiding
• Inquiry about teaching and learning

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Interests of the learner

• Investigate learn about the world through
  authentic engagement
• Create change the world
• Communicate enter the social world
• Express reflect on experience
• Dewey, The School Society, 1900

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1) Inquiry Page

• Partner projects
• Resources for inquiry teaching learning
• Lesson planning support and idea site
• Tools for student and community inquiry
• Inquiry in Action

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Learning

• Students
• Teachers
• Community members
• Developers
• practicums, internships, independent study
• weekly meetings
• workshops
• sequence of courses gt graduate specialization

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2) Community Inquiry Labs

• Community support for collaborative activity
  and for creating knowledge connected to people's
  values, history, and lived experience
• Inquiry support for open-ended, democratic,
  participatory engagement
• Laboratory a space and resources to bring
  theory and action together in an experimental
  and critical manner

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2) Communities NCSA

• Inquiry involves people as active learners.
  Students in inquiry classrooms may experience
  anything from hatching chickens, to a classroom
  business, to the bioinformatics of whales. Also
  Bugscope, EdGrid, VR-Savvy, GK-12, RiverWeb,
  ChemViz, EADS, ..

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Communities Beyond

• Ethnography of the University
• Sisternet
• Telenature Life on the Prairie
• Freshman composition
• Service learning
• Marshall Islands
• CAMPWS (Water)

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3) Research on inquiry

• How can we
• connect learning life?
• support participatory design?
• accommodate diversity shared values?

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a) Connect learning and life
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b) Participatory design
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C) Accommodate difference shared values
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Conclusion

• Design appropriate technology
• Generativity participatory design
• Sustainability incorporation into community needs

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Learning to teach - 1

• As a guide for the experimentation we so freely
  encourage, the table opposite will be helpful. We
  must caution, however, that it is rife with
  half-truths--despite our best efforts at
  disclosure. We are dealing here with living
  things whose colors, habits, and general
  constitutions will vary with locale and with the
  skill of the individual gardener.

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Learning to teach - 2

• This unpredictability, which strikes terror into
  the heart of the beginner, is in fact one of the
  glories of gardening. Things change, certainly
  from year to year and sometimes from morning to
  evening. There are mysteries, surprises, and
  always, lessons to be learned. After almost 40
  years hard at it, we are only beginning.
• Amos Pettingill, The Garden Book, 1986

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Inquiry in science learning

• National Science Foundation research-validated
  models (e.g., extended inquiry, problem-solving)
• Reinventing Undergraduate Education (Carnegie
  Foundation's Boyer Commission) 1 Make
  research-based learning the standard
• Project 2061 (American Association for the
  Advancement of Science) 1 science literacy
  for all high-school graduates

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Contact

• Chip Bruce chip_at_uiuc.edu
• Inquiry Page inquiry.uiuc.edu