1. A B Cs of Inquiry Dr. Karen L. Ostlund The Texas Natural Sciences Center The University of Texas at Austin

2. Scaffolded Inquiry: Directed to Guided to Open The purpose of this presentation is to present:The purpose of this presentation is to present: –the A B Cs of Inquiry –Activity –Before –Concept –a model for scaffolded inquiry which moves students along the continuum of inquiry from directed to guided to open inquiry

3. Three Phases of Inquiry Directed Inquiry Directed Inquiry More direction from teacher or materials More direction from teacher or materials Guided Inquiry Guided Inquiry Teacher or materials guide students Teacher or materials guide students Open Inquiry Open Inquiry More student self direction More student self direction

4. The Continuum of Inquiry Student Directed Teacher Directed Open Inquiry Guided Inquiry Directed Inquiry

5. The Continuum of Inquiry Open Inquiry

6. Set the Stage for Inquiry: TRY IT! Assess Prior Knowledge & Build Background Assessing prior knowledge “levels the playing field” for ALL studentsAssessing prior knowledge “levels the playing field” for ALL students Building background knowledge is a critical beginning for all inquiryBuilding background knowledge is a critical beginning for all inquiry Provides experiences for students so they can build on those experiences to understand the science concepts being developedProvides experiences for students so they can build on those experiences to understand the science concepts being developed

7. TRY IT! 1.How many ways can you light a bulb using one wire & one battery (dry cell)? 2.Each time you find a way to light the bulb, draw a diagram to show the position of the bulb, battery, and wire.

8. TRY IT!

9. 4 Ways to Light a Bulb with 1 Wire & 1 Battery

10. Electric Circuit

11. Explain Your Results How do the bulb, battery, and wire need to be arranged so that the bulb lights?How do the bulb, battery, and wire need to be arranged so that the bulb lights?

12. Predict: Which bulbs will light?

13. Test: Arrange the bulb, battery & wire(s) as shown.

14. Record the Results: Which bulbs light up?

15. A E G H Bulbs that light up:

16. TRY IT! After TRY IT!, students should have an initial understand of an electrical circuit:After TRY IT!, students should have an initial understand of an electrical circuit: An electrical device that provides a complete path for electrical current to flowAn electrical device that provides a complete path for electrical current to flow 1.Activity generates questions Before reading about the Concept 2.Sets the purpose for reading

17. Directed Inquiry

18. Phase 1: Directed Inquiry How does a circuit board work?How does a circuit board work? Predict:Predict: Draw a diagram to show how a circuit board works.Draw a diagram to show how a circuit board works. Follow a Procedure:Follow a Procedure: ObserveObserve Touch one paper clip on the tester to a question and the other paper clip to the answer.Touch one paper clip on the tester to a question and the other paper clip to the answer.

20. Analyze and Conclude: InferInfer Draw a diagram to show how a circuit board works.Draw a diagram to show how a circuit board works. Compare this diagram to your predicted diagram.Compare this diagram to your predicted diagram.

21. Directed Inquiry Introduce students to the essential features of inquiryIntroduce students to the essential features of inquiry Assist students to reflect on the characteristics of the inquiry skills in which they are engagedAssist students to reflect on the characteristics of the inquiry skills in which they are engaged –Using the right tool can make it easy to observe energy flow.

22. Guided Inquiry

23. Phase 2: Guided Inquiry How could we change the circuit board to allow 2 answers to a question?How could we change the circuit board to allow 2 answers to a question? PredictPredict Draw a diagram to show how to change the circuit board to allow 2 answers to a question.Draw a diagram to show how to change the circuit board to allow 2 answers to a question.

24. Analyze and Conclude: Students make the changes to their circuit boards and test the board to observe what happens.Students make the changes to their circuit boards and test the board to observe what happens. Students observe whether or not the changes work.Students observe whether or not the changes work. Students make adjustments (if needed).Students make adjustments (if needed). Students compare observations to predictions.Students compare observations to predictions.

25. Guided Inquiry Inquiry-based teaching can vary in amount of guidance the teacher or materials provideInquiry-based teaching can vary in amount of guidance the teacher or materials provide Guided Inquiry focuses learning on the development of particular science conceptsGuided Inquiry focuses learning on the development of particular science concepts

26. Science Concept An electrical circuit is an electrical device that provides a complete path for electrical current to flow

27. Open Inquiry

28. Phase 3: Open Inquiry 1.Think of a question you could ask about your circuit board. How could we add a bell or a buzzer to the circuit board? 2.Use resources to research your idea before beginning your investigation. 3.Make a list of materials. 4.Write a procedure. 5.Have your teacher approve your procedure.

29. Analyze and Conclude 1.Tell what you learned. 2.Draw a conclusion. 3.Compare your methods and results with others. 4.Think about how you could improve your plan.

30. Science Literacy Open Inquiry

31. Students need opportunities to participate in all phases of inquiry:Students need opportunities to participate in all phases of inquiry: Directed -> Guided -> Open

32. Myths About Inquiry 1.All science subject matter should be taught through inquiry. 2.True inquiry occurs only when students generate & pursue their own questions. 3.Inquiry teaching occurs easily through use of hands-on or kit- based instructional materials.

33. Myths About Inquiry 4.Student engagement in hands- on activities guarantees that inquiry teaching and learning are occurring. 5.Inquiry can be taught without attention to subject matter.

34. A B Cs of Inquiry Activity Before Concept Generates questions Provides purpose for reading

35. Thank You! Contact Information Dr. Karen L. Ostlund Email: klostlund@mail.texas.edu klostlund@mail.texas.edu Phone (512) 419-1449 Address: 6405 Dry Bend Cove Austin, TX 78731