1. Teaching and Learning by Inquiry Barbara E. Goodman, Ph.D. Professor of Physiology (with thanks to the APS Education Department)

2. What is it? Inquire (verb) To ask about To search into especially by asking questions To make investigation Inquiry approach places student in role of investigator Asking questions Structuring investigations Confronting ambiguous findings Constructing relationships and creating metaphors

3. Think, pair, share What activities do you use in a classroom setting to engage students during class time?

4. Inquiry and Scientific Research: Some Parallels Laboratory ResearchersClassroom Students Focus on particular topics. Topics may change over time. Topics of study are defined and are addressed at particular points in the curriculum. Guided by previous research. Based on student’s previous knowledge AND research on previous findings on the topic. Researchers and students propose questions they would like to answer. Researchers and students design experiments based on their questions AND on the materials available. Experimental designs must be approved.

5. Parallels…continued Laboratory ResearchersClassroom Students Both carry out approved experiments, gather data, analyze results, and draw conclusions. Both share results with colleagues and, often, revise and retry their experiments based on their findings and the suggestions of colleagues. Both pose follow-up questions: What would I do next? What other questions do my findings raise? Both share their findings with others.

6. Why do it? Next Generation Science Standards (incoming students) Biology 2010 HHMI/AAMC Scientific Foundations for Future Physicians Information overload

7. How do you do it? Inquiry immersion versus inquiry infusion Professors AND students must learn how Progressive! NOT all at once!

8. Ideas for Inquiry-based Learning with Adult Learners ● Learning by experimentation ● Team-based learning with RAT ● Problem-based learning ● Case-based learning ● Project-based learning ● Discussion-based learning

9. Traditional Approach Introduce content verbally and via readings Use “cookbook” labs to illustrate and “verify” what was presented Complete chapter problems and/or structured activity to practice using new content Evaluate -> primarily content acquisition

10. Student-centered Approach… Do the lab first. Discuss the lab before verbally introducing content. Consciously focus on being a “facilitator of learning.”

11. Think, pair, share What inquiry-based laboratories have you experienced or used in a class?

12. Level 4 = “Guided Inquiry” Inquiry Rating PrelabLabPostlab Proposes the problem or issue to be explored Plans the procedure to be used Carries out the procedure Supplies answers or conclusions Lab outcomes determine applications, implications, or further exploration/ instruction. 0Teacher 1 Teacher/Student 2Teacher Student 3Teacher Student 4 Teacher/ Student StudentStudentStudentStudent 5Student Inquiry Rating Scale

13. Level 5 = “Open Inquiry” Inquiry Rating PrelabLabPostlab Proposes the problem or issue to be explored Plans the procedure to be used Carries out the procedure Supplies answers or conclusions Lab outcomes determine applications, implications, or further exploration/ instruction. 0Teacher 1 Teacher/Student 2Teacher Student 3Teacher Student 4 Teacher/ Student Student 5StudentStudentStudentStudentStudent Inquiry Rating Scale

14. Team-based Learning Teams of 5-7 students throughout the semester Assignments outside of class assured by readiness assessment tests Individual RATs and team RATs Team rapport and evaluation

15. Problem-based Learning Mathematical problem worked on by team Real-life problem worked on by team Resources available (Costanzo, Berne and Levy, Michael and Rovick)

16. Case-based Learning Case study worked on by team Additional resources (Silverthorn, National Center for Case Study Teaching in Science http://sciencecases.lib.buffalo.edu/cs/, APS Life Science Teaching Resource Community http://www.lifescitrc.org/) http://sciencecases.lib.buffalo.edu/cs/http://www.lifescitrc.org/

17. Project-based Learning Choose topic in CV physiology and teach to other team Prepare introduction to renal physiology for high school A&P students Prepare presentation/brochure on why diabetes changes kidney function for patient group

18. Discussion-based Learning Special classroom with active-learning spaces is helpful Assign readings before class Ask questions during class for teams to discuss and investigate further Coordinate class discussion with assigned teams leading the discussion

19. Team Discussion Questions Even numbered teams Find statements from 3 faiths or denominations about their beliefs in evolution. Do any of these statements surprise you? How would you respond to a scientist who said to you “I do not practice my religion because I believe in evolution”? Develop 3 reasons with justification that one could use to explain why evolution is well-documented.

20. Team Discussion Questions Odd numbered teams Go to www.ncse.com and find 3 resources that are interesting to your team. Describe those resources to the other team at your table. Discuss the legitimacy of this organization and the website. If you needed to give a presentation to an undergraduate class on evolution, where would you find legitimate resources?www.ncse.com

21. TBLPBLCBL Group Size5-72-4 (?) Group DurationEntire semester/block length of problemlength of case RAPYesNo ‘Patient’ information No Yes Perceived Student workload ++++++ Requires : Group skills Problem solving skills Application of content knowledge Yes

22. Reflection Which of the activities presented might you be interested in trying in a class?

23. Additional References and Resources APS web site: http://www.lifescitrc.org/http://www.lifescitrc.org/ Layman, J.W. (1996). Inquiry and Learning. New York: The College Board. Sutman, F.X. (February 1998). Paper presented at annual meeting of AAAS, Philadelphia, PA. Michaelsen, L.K., A.B. Knight, and L.D. Fink. (2002). Team-based Learning: A Transformative Use of Small Groups in College Teaching. Stylus, Sterling, VA.

24. Barbara E. Goodman, Ph.D. Sanford School of Medicine University of South Dakota barb.goodman@usd.edu