Personal Inquiry Designing for Evidence-based Inquiry Learning across Formal and Informal Settings

Prof Blundell says: “the Telegraph article was a complete distortion of the facts of our investigation, which showed that exercise is very effective for weight loss. They completely reversed the outcome of our study.”

How can we help people to think, talk, and act like good scientists?

Personal Inquiry project Three year project University of Nottingham/ Open University Aim: –To help children to engage in effective science inquiries

Inquiry learning “Inquiry-based learning involves learners asking questions about the natural or material world, collecting data to answer those questions, making discoveries and testing those discoveries rigorously” (de Jong, 2006)

Why inquiry learning? Problem-oriented –Learning through solving real-world problems Relevant –Explore personally meaningful problems Engaging –Active involvement in carrying out investigations Contextualized –An inquiry can start in the classroom and continue in the workplace, or at home

Principles of successful inquiry learning Motivation of learners Tools for data collection, discovery, testing Support for the inquiry process Sequencing activities

Motivation Taking inquiry learning outside the classroom - school, playground, home, outdoors Supported by personal technology

Tools Low cost evidence- based inquiry toolkit

Scripted inquiry learning –‘dynamic inquiry plans’ –on a personal mobile computer Process support

Sequencing activities Find my topic Decide my inquiry question or hypothesis Plan my methods, equipment, actions Collect my evidence Analyse and represent my evidence Respond to my question or hypothesis Share and discuss my inquiry Reflect On my progress

Sequencing activities nQuire Inquiry Guide to provide flexible sequencing of activities

Interventions Urban heat islands –3 months, geography, 2008 & 2009 Heart rate and fitness –2 weeks, science, 2007 Microclimates –4 lessons, geography, 2008 Healthy eating –5 weeks, 2008 Sustainability –11 weeks, 2009 Noise pollution and birds –4 weeks, 2009

Research Design (UoN) Pre-TestInterventionPost-TestDelayed Test Personal Inquiry class Science Attitudes Domain Knowledge Inquiry Knowledge Personal Inquiry on Healthy Eating Science Attitudes Domain Knowledge Inquiry Knowledge Science Attitudes Control class Science Attitudes Domain Knowledge Inquiry Knowledge Normal Classroom content on Healthy Eating Science Attitudes Domain Knowledge Inquiry Knowledge Science Attitudes

Research Design (OU) PreInquiresPost Personal Inquiry (n=max 30) TOSRA Three personal inquiries on the sustainability of food production Video recording of 2 focal groups of students and whole-club activities Observer notes of classroom interactions Log data of pupils’ use of Activity Guide Students’ thought bubble posters TOSRA Interviews with teachers and students Telephone interviews with parents

Next stage: nQuire online

Calculator Timer Camera Audio recorder Accelerometer Location recorder Tilt sensor Communicator Anemometer Next stage: iPhone