WHAT IS INQUIRY? Inquiry involves finding out about something which includes seeking information and answering questions “Inquiry is the set of behaviors.

INQUIRY AND TEACHING SCIENCE: LEARNING CYCLE 5E & 7E INSTRUCTIONAL MODEL

WHAT IS INQUIRY? Inquiry involves finding out about something which includes seeking information and answering questions “Inquiry is the set of behaviors involved in the struggle of human beings for reasonable explanations of phenomena about which they are curious.” (NWREL, 1997) Scientific inquiry is a creative process that is fuelled by curiosity and hard working ,often resulted in useful knowledge.

STUDENTS ENGAGING IN INQUIRY
Ask questions about objects, organisms, and events in the environment Communicate investigation Procedures, data, and explanations to others Plan and conduct simple investigations Science as Inquiry Use evidence and Scientific knowledge to develop explanations Use appropriate tools and techniques to gather and interpret data

TEACHERS IN INQUIRY Teachers are
Determining how to focus, challenge and promote student learning Making decisions about How to initiate inquiry How to encourage discourse When activities should be small group or whole group How to confront misconceptions How much guidance should be offered in the process 4

STRATEGIES AND TECHNIQUES FOR CONDUCTING INQUIRY-BASED INSTRUCTION
ASKING QUESTIONS SCIENCE PROCESS SKILLS DISCREPANT EVENTS

ASKING QUESTIONS The questions can be phrased to match Bloom’ taxonomy,Knowledge…synthesis.. Asking questions directly, Writing questions on the chalkboard for the students to answer, Using yes/no questioning technique

SCIENCE PROCESS SKILLS
The process approach focuses on many skills that humans use to construct knowledge, to represent ideas and to communicate information Integrated skills stating problem defining variables formulating hypothesis predicting from hypothesis defining operationally designing experiment collecting data conclusion Basic Skills Observing Inferring Predicting Measuring Classifying/Categorizing Communicating

DISCREPANT EVENTS An attention-getting approach for initiating inquiry is through the use of discrepant events. Discrepant event: is a physical event with an unusual or surprising outcome Puzzles the observer, causing him or her to wonder why the event occurred as it did.

ADVANTAGES OF INQUIRY Instruction becomes student centered
Inquiry learning builds the self-concept of the student Expectancy level increase Inquiry learning develops talents Inquiry learning permits time for students to mentally assimilate and accommodate information

DISADVANTAGES OF INQUIRY
The use of inquiry requires a certain level of ability for hypothetical deductive reasoning on the part of the students There are situations where the inquiry method of teaching is not effective as other methods An inquiry-based approach is time consuming Design of activities is difficult

HOW STUDENTS LEARN Students come to school with a great deal of personal knowledge about natural world. Therefore, prior knowledge is a critical element in their learning science The construction of knowledge begins with what students know when they come to school

CONSTRUCTIVISM Constructivism is a philosophy about learning that proposes learners need to build their own understanding of new ideas. Source:

CHARACTERISTICS OF CONSTRUCTIVISM
Humans construct knowledge as opposed to knowledge being transmitted into learner minds Constructivism stresses the importance of considering what is already in the learner’s mind as a place to initiate instruction. Learning is regarded as an active process whereby students construct personal meaning of the subject matter through their interaction with the physical and social world. Constructivist theory assumes that knowledge cannot exist outside the minds of thinking persons

WHAT DOES IT COME FROM? Two of the most prominent constructivist researchers are: Jean Piaget (stages of cognitive development) Vygostky (social constructivist)

Cognitive Constructivism: it is an outgrowth of Piaget’s ideas because it focuses on the cognitive process that take place within individuals. The construction of knowledge is stimulated by the interaction with objects and events. This is contrast to passive listening. Social Constructivism: it is outgrowth of Vygotsky and John Dewey’s ideas. Both of them focused their attention on social interaction. They believe that the peers and adults greatly influence learning and acquisition of science concept.

Piaget’s Constructivist Approach
Adaptation – Adjustment new environment Accommodation – Altering existing schemes or creating new ones in response to new information. Assimilation – Fitting new information into existing schemes. Equilibrium – Search for mental balance between cognitive schemes & information from the environment. Disequilibrium – The out of balance state that occurs when a person realizes that his/her current ways of thinking are not working to solve a problem or understand a situation. Hocam bunun aciklamasini asagidaki slaytlarda bulabilirsiniz

INSTRUCTIONAL MODELS BASED ON CONSTRUCTIVISM
LEARNING CYCLE 5-E INSTRUCTIONAL MODEL 7-E INSTRUCTIONAL MODEL

SCIS- Karplus Learning Cycle
Lesson Begins Here Lesson Begins Here Science Lesson Ends Here Leading to the NEXT Exploration Science Lesson Ends Here Leading to the NEXT Exploration

SCIS-Karplus Learning Cycle
A second-generation constructivist model. Generally has three phases: Phase I - Exploration (exploration, observation) Phase II - Term Introduction (invention, generalization) Phase III - Concept Application (discovery, application)

First Stage: Exploration
The learning cycle was created out of concern with pupils gaining experience and this becomes the first stage of the model. Learners are provided with suitable experiences in order to create for themselves what is to be learned. This is where experience must be given in order to allow students to assimilate what is to be learned with prior knowledge. A strong exploration provides opportunities for students to assimilate the concept from more than one activity.(assimilation)

Second Stage: Invention or Term Introduction
The students and/or teacher derive the concept from the data, usually a classroom discussion (accommodation ) Five factors to be included in a term introduction include: The findings of the exploration need to be reviewed and summarized. All findings used must be the students’. The concept must be stated in the students’ own words. The proper terminology of the concept should be introduced. One or more reasons for the importance of the concept need to be given.

Third Stage: Concept Application or Expansion
The purpose is to provide students the opportunity to organize the concept they have just learned with other ideas that relate to it. The scientific terminology of the concept must be used during the concept-application phase. The new ideas of the learner are meshed with existing knowledge in order to expand both that knowledge and the newly acquired idea.

The 5E Instructional Model
A Constructivist Approach to Education

Engage Evaluate Explore 5 E’s Science Lesson Elaborate Explain
The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults. Constructivism is a learning strategy that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information. The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns of thinking. Working mostly with raw data, primary sources, and interactive material, constructivist teaching asks students to work with their own data and learn to direct their own explorations. Ultimately, students begin to think of learning as accumulated, evolving knowledge. Constructivist approaches work well with learners of all ages, including adults. Recently, two more E’s have been added to the model. Elicit was added to the Engage part which adds the important step of accessing students’ prior knowledge. This is an important part of getting kids ready to learn. And “extend” was added to the elaborate component as a way to get kids to transfer some of their knowledge into other learning opportunities. This important part is how students will ultimately connect their learning in science to the world, starting with other school subjects, and beyond that to the working world. We need to show our students how the concept or skills is practical or useful in real life. That’s why the “extend” was added. Notice that the arrows go back and forth in this model, of course indicating that learning is a cycle not a linear list of steps. Elaborate Explain

What is 5E? An organizational tool – like tab dividers in a binder – to involve students in the learning process A procedure that layers knowledge, partly discovered by students, and partly amplified by teachers.

What is 5E? Students build on former concepts in order to place the new ideas into their working framework of knowledge A learning cycle that supports the building or accumulation of knowledge based on previously learned concepts.

Where did 5E Learning Cycle start?
Some of the philosophy came from the work of John Dewey 5E learning cycle was developed by Biological Sciences Curriculum Study (BSCS) in 1989. 5E Model is based from the SCIS Model of Instruction by researchers Atkins and Karplus in 1967. John Dewey pointed out that authoritarian, strict, pre-ordained knowledge was too concerned with delivering knowledge and not enough with understanding students’ actual experiences Based primarily in Science and Math. Sometimes called the inquiry method

Why the 5-E Model of Instruction?
Effective teaching strategy in enhancing student’s understanding and achievement. Helps students develop their own frames of thought. Uses collaboration and cooperative groups to aid in student learning. Places teacher in more of a facilitator role. Students understand concepts better when they make connections. Students use their own thoughts with teacher guidance rather than a stand and deliver method.

Why 5-E? (continued) Puts the responsibility for learning on the shoulders on the students. Facilitates learning more effectively for a broader range of students than traditional “lecture-first” strategies. Promotes greater retention of subject matter than traditional strategies Students should be able to answer the question “What did you do in school today?” with excitement about their learning rather than nothing. Most students ‘tune’ out lecture style teaching. State testing requires students to retain and build upon learned concepts rather than memory for a day.

When is it most effective?
For new concepts that are difficult to master. When the teacher has the resources and time to allow the engage and exploratory phases.

When should it not be used?
During skills acquisition When the new concept is closely related to an previously covered one When the class is already highly motivated (elementary vs. middle vs. high school) When time is short

THE PHASES OF 5E LEARNING CYCLE
Engage Explore Explain Elaborate Evaluate

ENGAGE Purpose: Peak student interest and get them personally involved in the lesson. Access prior knowledge Generate curiosity Get students to ask the why questions Motivates students to learn Gets students attention Frame the setting for learning Engage Explore Explain Elaborate Evaluate The teacher roles here is that of motivator and creator of interest.

Suggested Activities For ENGAGE
Demonstration/Question Manipulative activity Analyze a graphic organizer/Political cartoon/photograph/artifact/speech/quote KWL Brainstorming Word play

Can we ever see the moon in the daytime?
We can not see!because the moon goes in the morning and comes at night. Moon always stay there but we can not see it in daytime.

Teacher and Student Actions Engage:
Teacher Actions Student Actions Consistent: Inconsistent: Creates Interest Generates Curiosity Raises Questions Assess prior knowledge Poses Problems Causes doubt Explains concepts Provides definitions and answers States conclusions Provides closure Lectures Asks questions as “Why did this happen? What do I already know about this? What can I find out about this?” Shows Interest in the topic Asks for the “right” answer Offers the “right” answer Insists on answers or explanations Seeks one solution These charts show you what teachers should do within this model. And also what we sometimes do but shouldn’t be done. Also describes the role that student actions should take and those they should not do.

EXPLORE Purpose: to get students involved in the topic; providing them with a chance to find the solution for themselves. (assimilation) Students work together Students must make their own decisions Students generate questions and ideas while within the situation or problem Engage Explore Explain Elaborate Evaluate

EXPLORE Activities Perform an investigation
Read authentic resources to collect information Construct a model Learn and practice a skill Read collaboratively

I want you to look at the moon every night, just after the dark and before sleeping.
And observe its position and appearance. Then, I want you to draw what you see and record the time and day. Also, you can search from internet if you want to check your observations.

Teacher and Student Actions Explore:
Teacher Actions Student Actions Consistent: Inconsistent: Encourages students to work Observes and listens to student interactions Asks probing questions to redirect students’ investigations when necessary where providing necessary feedback Provides time for students to puzzle through problems Acts as consultant for students Models when needed Makes resources available Ongoing informal assessment Provides answers Tells or explains how to work through problems Leads students step by step to a solution Tells students that they are wrong Gives information or facts that solve problems Forms hypotheses and predictions Explores resources and materials Designs and plans an experiment to test hypotheses Records observations and collects data Builds models Self reflects and evaluates Be creative but within the limits of the activity. Tries alternatives and discusses them with others Passive involvement: Lets others do thinking and exploring Works quietly with little or no interaction with others (only appropriate when exploring ideas or feelings) “Plays around” indiscriminately with no goal in mind Stops with one solution

EXPLAIN Purpose: To use questioning strategies to lead students’ discussion of information discovered. (accommodation) Connect prior knowledge and background Communicate new understandings Connect informal language to formal language Teachers introduce new terms and explanations at appropriate times Engage Explore Explain Elaborate Evaluate

EXPLAIN Activities Student analysis and explanation
Demonstration with student talk Ask for supporting ideas with evidence Structured questioning Reading and discussion Further questions or explanations of connections with teacher Thinking skill activities: compare, classify and interprets

Now, who will tell me the appearance and movement of the moon according to the data you observed?
It became bigger. Now, let’s learn the names of the phases; new moon, waxing crescent, first quarter,….

Teacher and Student Actions Explain:
Teacher Actions Student Actions Consistent: Inconsistent: Encourages students to explain concepts and definitions in their own words Asks for justification (evidence) and clarification for students Provides appropriate definitions, explanations, and correct labels Uses students’ previous experiences as basis for explaining concepts Provides feedback Considers alternative explanations Enhances or clarifies explanations Evaluates explanations Accepts explanations that have no justification Neglects to solicit students’ explanation Introduces unrelated concepts or skills No time for input or feedback Clarifies understandings Shares understandings for feedback Forms generalizations Reflects on plausibility Seeks new explanations Employs various modes for explanation (writing, art, etc.) Explains possible solutions or answers to others. Listens critically to teacher’s and others’ explanations Questions others’ explanations Refers to previous activities Proposes explanations from “thin air” with no relationship to previous experiences Brings up irrelevant experiences and examples Accepts explanations without justification Does not attend to other plausible explanations Does not look critically at data

ELABORATE Purpose: Expand and solidifies student thinking and or applies it to a real-world situation. Student communicates new understanding with formal academic language. (equilibrium) Use models and ideas to elicit discussion and acceptance by others. Apply new learning to a new or similar situation Extend and explain concept being explored Communicate new understanding with formal language Engage Explore Explain Elaborate Evaluate

ELABORATE Activities Problem Solving Decision Making
Thinking Skill Activities: compare, classify, apply

Well, actually the moon is round at all times
Well, actually the moon is round at all times. It does not really change its shape but appaers to do so! I understand that the moon always stay there. It just change it shape from day to day….

Teacher and Student Actions Elaborate:
Teacher Actions Student Actions Consistent: Inconsistent: Expects students to apply previous labels, definitions, and explanations .Encourages students to apply or extend concepts and skills in new situations. Refers students to existing data, evidence and reminds them of alternative explanations. Develop models to support previous explanations. Does not allow opportunities to apply previous labels, definitions and explanations Tells students that they are wrong. Lecture only or leads students step by step to a solution. Applies new labels definitions, explanations, and skills in new but similar situations Uses previous information to ask questions, propose solutions, make decisions, design experiments or build appropriate models. Draws reasonable conclusions from evidence. Collaborate new understandings with peers. Improperly uses labels, definitions and explanations in new but similar situations. Ignores previously learned information or evidence to a new situation. Draws conclusions from “thin air”

EVALUATE Purpose: Students demonstrate their understanding of the concept. Engage Explore Explain Elaborate Evaluate Assess understanding Demonstrate understanding of new concept by observation or open-ended response Apply within problem situation

EVALUATE Activities Any of the Previous Activities
Develop a Scoring Tool or Rubric Performance Assessment Produce a Product Journal Entry Portfolio Experimental inquiry

Now I will give you cards that has the phases of the moon and you will put them in the right order. O.K.? New moon Waning crescent First quarter Waning gibbous Waxing crescent Last quarter Waxing gibbous Full moon

Teacher and Student Actions Evaluate:
Teacher Actions Student Actions Consistent: Inconsistent: Observes students as they apply new concepts and skills. Assesses students’ knowledge and skills throughout the investigation both formally and informally. Looks for evidence that students have changed their thinking or behaviors. Allows students to assess their own learning and group-process skills. Asks open-ended questions such as “Why do you think….: What evidence do you have? What do you know about …? How would you explain….?” Tests vocabulary words, terms, and isolated facts. Introduces new ideas or concepts without assessing previous investigation .Does not provide an opportunity for students to demonstrate a change their thinking or behaviors.. Promotes open-ended discussion unrelated to concepts or skills. Teacher does not allow time for student reflection (i.e: logs, journals, Notebooking). Answers open-ended questions by using observations, evidence, and previously accepted explanations. Demonstrates understanding or knowledge of concept or skill Evaluates his or her own progress and knowledge Asks related questions that would encourage future investigations Draws conclusions without using evidence or previously accepted explanations Offers only yes or no answers and memorized definitions or explanations as answers Fails to express satisfactory explanations in his or her own words Introduces new irrelevant topics

Elicit Engage Evaluate Explore 7 E’s Science Lesson Extend Elaborate
The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults. Constructivism is a learning strategy that draws on students' existing knowledge, beliefs, and skills. With a constructivist approach, students synthesize new understanding from prior learning and new information. The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new patterns of thinking. Working mostly with raw data, primary sources, and interactive material, constructivist teaching asks students to work with their own data and learn to direct their own explorations. Ultimately, students begin to think of learning as accumulated, evolving knowledge. Constructivist approaches work well with learners of all ages, including adults. Recently, two more E’s have been added to the model. Elicit was added to the Engage part which adds the important step of accessing students’ prior knowledge. This is an important part of getting kids ready to learn. And “extend” was added to the elaborate component as a way to get kids to transfer some of their knowledge into other learning opportunities. This important part is how students will ultimately connect their learning in science to the world, starting with other school subjects, and beyond that to the working world. We need to show our students how the concept or skills is practical or useful in real life. That’s why the “extend” was added. Notice that the arrows go back and forth in this model, of course indicating that learning is a cycle not a linear list of steps. Extend Elaborate Explain

DIFFERENCESS BETWEEN 5E AND 7E:
Engage Elicit Engage Explore Explore Explain Explain Elaborate Elaborate Evaluate Evaluate Extend

7E Cycle ELICIT: Determining prior knowledge: “What do you know about..?” ENGAGE EXPLORE EXPLAIN ELABORATE EVALUATE EXTEND: Lead student to connect the concept to different context, transfer new learning.

WHAT IS INQUIRY? Inquiry involves finding out about something which includes seeking information and answering questions “Inquiry is the set of behaviors.

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WHAT IS INQUIRY? Inquiry involves finding out about something which includes seeking information and answering questions “Inquiry is the set of behaviors.

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Presentation on theme: "WHAT IS INQUIRY? Inquiry involves finding out about something which includes seeking information and answering questions “Inquiry is the set of behaviors."— Presentation transcript:

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