Teaching Science through Inquiry Instructional Models

Instructional Model An Instructional Model is an organized approach to teaching. It involves some arrangement of phases, steps, actions, or decisions. There is not one model that is best for all teachers, all students, all the time.

4 Instructional Models that could be used for Inquiry Instruction: Guided Discovery Model Guided Discovery Model Learning Cycle Learning Cycle Conceptual Change Model Conceptual Change Model 5-E Model 5-E Model These instructional modes differ in procedures, but they all focus on helping learners build understanding of the natural world. When teaching certain kinds of lessons one model may work better than another.

Guided Discovery Set up introductory questions to initiate exploration Set up introductory questions to initiate exploration Provide discovery materials Provide discovery materials Assist them in keeping the discovery question in mind Assist them in keeping the discovery question in mind Occasionally focus or redirect students’ activities Occasionally focus or redirect students’ activities Give them selected information Give them selected information Discussion time for students to share their procedures and discoveries Discussion time for students to share their procedures and discoveries

Learning Cycle Exploration, in which students discover new knowledge Exploration, in which students discover new knowledge Concept Invention, in which students acquire knowledge from teacher Concept Invention, in which students acquire knowledge from teacher Concept Application, in which students construct new understandings from their discovered and acquired knowledge Concept Application, in which students construct new understandings from their discovered and acquired knowledge

Conceptual Change Model In early childhood, a state of equilibrium exists-- the “reality” of the outside world matches the child’s cognitive beliefs. In early childhood, a state of equilibrium exists-- the “reality” of the outside world matches the child’s cognitive beliefs. As children get older they begin to see a discrepancy between their present beliefs and the contradictory beliefs of others which causes disequilibrium. As children get older they begin to see a discrepancy between their present beliefs and the contradictory beliefs of others which causes disequilibrium. At this point, the child must make accommodations within their cognitive structure to allow new knowledge to replace the previous. At this point, the child must make accommodations within their cognitive structure to allow new knowledge to replace the previous.

Conceptual Change Model, Cont. The child has made changes in the way he/she perceives and understands a particular concept or phenomenon. This is called the conceptual change model. The child has made changes in the way he/she perceives and understands a particular concept or phenomenon. This is called the conceptual change model. Challenging children and causing them to modify misconceptions takes much patience and persistence. Challenging children and causing them to modify misconceptions takes much patience and persistence. First, you must uncover the students’ misconception. First, you must uncover the students’ misconception. Peers can be a strong motivator for giving up misconceptions and undergoing cognitive conceptual change. Peers can be a strong motivator for giving up misconceptions and undergoing cognitive conceptual change.

Conceptual Change Model, Cont. A word of caution, peers also have their own naïve conceptions. A word of caution, peers also have their own naïve conceptions. Students will change their conceptions when: a) they become dissatisfied with their existing conditions; b) the new concept is intelligible, appears plausible and is useful. Students will change their conceptions when: a) they become dissatisfied with their existing conditions; b) the new concept is intelligible, appears plausible and is useful.

5-E Model Engage Engage Explore Explore Explain Explain Elaborate Elaborate Evaluate Evaluate You may also encounter a sixth E—e-search. E-search encompasses any use of electronic media that ties the 5 stages together.

Research has shown that when compared to traditional, book-oriented science programs, students that engage in discovery and inquiry science class: Find science more exciting and interesting Find science more exciting and interesting Wish they had more science Wish they had more science Feel science is more useful in their every- day lives Feel science is more useful in their every- day lives Have greater feelings of success Have greater feelings of success Have a more positive view of science and scientist Have a more positive view of science and scientist