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Presentation transcript:

Field-based Inquiry Dr. Lo Tin Yau Joe 12/9/2009

1. Inquiry - meanings answering questions ? exploring causes and solving problems ? confronting issues ? clarifying values? constructing/reconstructing concepts?

2. Inquiry – a strategy/process observation→ raising questions→ making predictions→ testing hypotheses→ creating theories and conceptual models other alternative pathways?

3. Inquiry model Source: (2009). Inquiry page. Learning begins with questions. Retrieved from

4. Planning and designing reference to the curriculum guide/ unit or lesson plan (connectivity/curriculum fit) backward mapping – learning outcomes (concepts? skills? values?) what to teach and learn? how to teach and learn? how to assess?

5. Inquiry in LS knowledge is socially constructed and mediated (conceptual changes) connectivity – space, time, space+time perspective consciousness→ perspective transformation values clarifications/conflict resolutions

6. Inquiry instruments/methods textual – multi-text dialogic –questioning? social scientific

7. Bedrock challenging assumptions problematizing the unproblematic seeing old issue in new frame and context knowledge is tentative…subject to contextual and temporal changes

8. Pre-trip prior knowledge/concepts and skills of students designs – inquiry issues/research agenda, instruments/methods, activities/learning/assessment tasks, expected learning outcomes, assessment rubrics, extension activities data to be collected (multiple sources) group? individual?

8. Pre-trip (con’t) part to whole formal and informal curricula – inter- linkage background information/resources pre-trip briefing session(s) and/or workshops (if necessary)

9. In the field overview→ specific group work – one site + multiple tasks or multiple sites +one task inter-exhibit/inter-site connectivity inquiry process and context – interdisciplinary? interactive – people and objects; people and people

9. In the field (con’t) time on tasks observational? descriptive? explanatory? affective? exploratory? comparative? diverse abilities and responses (unintended outcomes?) teacher’s observation and field notes for debriefing

10. Post-trip data interpretation and analysis (triangulation) – distinguishing facts from opinions oral presentations (jigsawing) and peer reviews for improvement deficiencies and remedies written or non-written reports

10. Post-trip (con’t) self-reflection and meta-cognition feedback for assessment re-conceptualization extension activities?

11. Some problems and issues to be addressed: peripheral contents ＞ core/key concepts discrete contents/facts ＞ learning experiences inquiry questions → fact finding? (frame of reference? scope/sequence? flow?) worksheets - connectivity isolated/orphan skills

11. Some problems and issues to be addressed (con’t) level of difficulties – low? high? transferability of knowledge through application? repetitions ＞ variations (levels of progression) cognitive ＞ non-cognitive (social, contextual/physical, affective, behavioural) technology-assisted?

data interpretations ＞ data analysis (triangulation)? evidence-based ? curriculum-connected? educative rubrics? learning in action through reflections?