Inquiry: Definitions, Obstacles and Supports

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Inquiry Definitions, Obstacles and Supports
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Questions for Discussion

• What is inquiry?
• How important is inquiry? What is its role in
  curriculum and instruction?
• Gap between beliefs and practice. What are the
  barriers to inquiry pedagogy?
• How can educators improve the practice of inquiry
  in schools?
• What role does / can technology play in the
  support of inquiry in pedagogy?

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Definitions of Inquiry CSSS/NASA

• Network for Leadership, Inquiry and Systemic
  Thinking (CSSS NASA) (1999)
• Inquiry is the process scientists use to learn
  about the natural world. Students can also learn
  about the world using inquiry. Although they
  rarely discover knowledge that is new to
  humankind, current research indicates that
  students engaged in inquiry discover knowledge
  new to themselves.

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Definitions of Inquiry CSSS/NASA

• Network for Leadership, Inquiry and Systemic
  Thinking (CSSS NASA) (1999)
• Student inquiry is a multifaceted activity that
  involves making observations posing questions
  examining books and other sources of information
  to see what is already known planning
  investigations reviewing what is already known
  in light of the student's experimental evidence
  using tools to gather, analyze and interpret
  data proposing answers, explanation, and
  predictions and communicating the results.
  Inquiry requires of assumptions, use of critical
  and logical thinking, and consideration of
  alternative explanations.

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Definition of Inquiry (UIUC)

• The Inquiry Page
• Project at University of Illinois,
  Urbana-Champaign
• http//www.inquiry.uiuc.edu/
• A cyclic approach
• Interdisciplinary

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Definition of Inquiry NSES (NRC, 1996)

• Inquiry is central to science learning. When
  engaging in inquiry, students describe objects
  and events, ask questions, construct
  explanations, test those explanations against
  current scientific knowledge, and communicate
  their findings to others. They identify their
  assumptions, use critical and logical thinking,
  and consider alternative explanations. In this
  way, students actively develop their
  understanding of science by combining scientific
  knowledge with reasoning and thinking skills.

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Definition of Inquiry (Dewey)
"Inquiry is the controlled or directed
transformation of an indeterminate situation into
one that is so determinate in its constituents
distinctions and relations as to convert the
elements of the original situation into a unified
whole"

• "It is a familiar and significant saying that a
  problem well put is half-solved. To find out what
  the problem and problems are which a problematic
  situation presents to be inquired into, is to be
  well along in inquiry"

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Two Definitions of Inquiry

• The manner in which scientists study the natural
  world.
• The activities of students in developing an
  understanding of science and the way scientists
  study the natural world.

James D. Watson
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Types of Inquiry (Colburn, A., 2000)

• Structured Inquiry Step by step procedures
  given with carefully crafted question prompts.
  (Most prompting) Student discovers relationships
  between variables and generalizations.
• Guided Inquiry Students are given some materials
  with some general directions and questions.
  (Medium prompting) Students devise the procedure
  of the inquiry as well as discover relationships
  between variables and generalizations.
• Open Inquiry Students are asked to investigate a
  question entirely on their own. The questions
  are not provided. (Lightest prompting)
• Learning Cycle Four step process in introducing
  a new concept. Focus, Exploration, Reflection,
  Application. Similar to the guided inquiry.

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Types of Inquiry (Eggen, P. D., Kauchak, D. P.)

• Suchman Inquiry Teacher presents a problem.
  Students hypothesize a solution to the problem.
  Students gather data with yes or no responses by
  teacher. Hypotheses are revised until a
  satisfactory solution is reached.

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Inquiry Model (Eggen, P., Kauchak, D. P., 1988)

• Question or problem identification
• Hypothesis generation
• Data gathering
• Assessment of hypothesis through data analysis
• Generalizing

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BSCS Curriculum Approach (Schwab, J., 1965)

• Designed to help students understand both the
  nature of science and the content of science.
• Strategies
• Uses statements expressing the tentative nature
  of science.
• Narrative of inquiry historical inquiry is
  developed in the text.
• Lab work designed to investigate problems rather
  than illustrate the text. (Students participate
  in inquiry)
• Uses a designed block of laboratory programs
  which progress nearer and nearer to frontier
  inquiry.
• Invitations to Enquiry real life scientific
  study is described with key omissions in the
  process for students to investigate.

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Other Disciplines

• Elementary Social Studies Michigan Social
  Science Curriculum Project by Ronald Lippitt and
  Robert Fox in 1969. (Social psychology,
  elementary students study human behavior as a
  research psychologist, cause effect, multiple
  causation, examine their own behavior.)
• (Joyce, B. Weil, M., 1986)

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Social Science Inquiry

• Social Science Inquiry by Byron Massialas and
  Benjamin Cox in 1966. (Massialas, B., Cox, B.,
  1966)
• All points of view are solicitied and accepted as
  meritous propositions.
• Hypotheses as the focus of inquiry
• Use of fact as evidence.
• Examples (Relationship between Crusades and
  Renaissance (cultural contact and progress),
  Explaining immigration patterns of Asian
  communities in L. A.)
• (Joyce, B. Weil, M., 1986)

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KanCRN Model of Inquiry / Research

• Based on Bob Gowins Vee Heuristic (Novak,J. D.,
  Gowin, D. B., 1984)

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Barriers to Inquiry (Welch, W., Klopfer, L.,
Aikenhead, G., Robinson, J., 1981)

• Confusion about the meaning of inquiry.
• Teacher beliefs about student abilities.
• Teacher self-efficacy beliefs.
• Teachers inadequately prepared for inquiry.
• Classroom management issues.
• Teachers allegiance to teaching facts.
  (Standardized and high stakes testing).
• Teacher beliefs about the purpose of their
  teaching. (i.e. preparing for the next level)

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KanCRN interviews (32 teachers)

• Most Significant Obstacle to Inquiry (N31)
• Students have little prior knowledge about
  inquiry/research process and skills. 23
• Facilitating student work. 23
• Insufficient technology and supplies for
  projects. 19
• Insufficient professional development
  opportunities. 10
• Time 6

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KanCRN interviews (32 teachers)

• Second Most Significant Obstacle to Inquiry
  (N23)
• Time (planning, assessing multiple projects,
  short class periods, covering core content and
  implementing Project KanCRN, 35
• Students' lack of prior knowledge and skills for
  inquiry/research process, 30
• Insufficient technology and supplies for
  projects, 26
• Repeated training workshops rather than advanced
  workshops, 4

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KanCRN interviews (32 teachers)

• Third Most Significant Obstacle (N12)
• Time to keep up with multiple projects, teach
  basic skills, schedule library time. 33
• Difficulty facilitating student use of technology
  (independent work, web searches, class size, lack
  of home resources, technology located throughout
  the building). 17
• Low student reading and writing skills and lack
  of prior knowledge about the research process. 8
• Privacy issues relative to posting family history
  on KanCRN sites. 8
• Connecting research projects to students' lives
  outside of school. 8
• Funds for multiple research field trips. 8
• Insufficient supplies for large class size. 8
• Need for microfiche reader to examine authentic
  early census data. 8

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Teacher Behaviors Supporting Inquiry (Colburn,
A., 2000)

• Asking open-ended, divergent questions.
• Wait time.
• Responding to students by repeating or
  paraphrasing without praise or criticism.
• Avoiding telling students what to do, praising,
  evaluating, rejecting or discouraging ideas and
  behaviors.
• Maintaining a disciplined classroom.

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When to use Inquiry

• With younger students inquiry works better with
  concrete content rather than abstract content.
  (Coburn, A., 2000)
• Cause effect or correlational relationships
  between concepts. (Eggen, P. D., Kauchak, D. P.)
• To build understanding of the nature of science
  and in-depth knowledge of science content.

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Inquiry Gap Beliefs and Practice

• statements are made by teachers about inquiry.
• More attention given to teaching facts, things
  which show up on tests, basics, structure and
  work ethic.

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Studies and research articles consistently
mention the Inquiry Gap

• Dewey lamented there was far more talk about
  teachers and students participating
  democratically in education than the doing of it.
  (Cuban, L. 1993)
• Inter-war years dominated by teacher centered
  instructional practices. (Cuban, L. 1993)
• (Brooks, Brooks, 1993) teachers are
  predominately teacher-centered and behave in a
  didactic manner.
• Few curriculum materials support truly open ended
  inquiry. (Germann, Haskins, Auls, 1996)

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Teacher Beliefs Influence Curriculum
Implementation (Cronin-Jones, L., 1991)

• Beliefs about how students learn. I. e. drill and
  practice.
• Beliefs about the role of the teacher. I. e.
  disciplinarian.
• Beliefs about the ability of students. I. e.
  influenced by past success or failure of
  instruction.
• Beliefs about the relative importance of content
  topics. I. e. influenced by teacher content
  knowledge and enjoyment of content topic.

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Improving the practice of Inquiry

• Set appropriate inquiry outcomes which are
  ecologically consistent with the school or
  community. (school climate, student personal
  goals, student developmental levels) (Welch, W.,
  Klopfer, L., Aikenhead, G., Robinson, J., 1981)
• Teachers should expect to organize, set aside
  larger blocks of time and to change their
  approach to instruction.

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Improving the practice of Inquiry

• Allow time and experiences for context-building
  to occur for students.
• Improve science teachers understanding of the
  nature of science and the content of science.
  (similar in other disciplines)
• Improve teachers imbedded and integrated
  utilization of technology.
• Develop a better understanding of the factors of
  efficacy of teachers both about themselves and
  about their students.

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Improving the practice of Inquiry (2)

• Improve support in space, materials and
  technology access.
• Provide extended time with students for extended
  project approach. (i.e. block schedule)
• Provide assessment consistent with inquiry. (i.
  e. http//kancrn.kckps.k12.ks.us/science/
• Improve administrative support. (for example
  academic and instructional freedom)

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The Role of Technology in Inquiry

• Information acquisition
• Information analysis and development of meaning
  and understanding (information ? knowledge)
• Communication of knowledge