INQUIRY BASED LEARNING

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INQUIRY BASED LEARNING
Seeking for truth, information, or knowledge,
gathering information and data through applying
the human senses-seeing, hearing, touching,
tasting, and smelling.
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IMPORTANCE OF INQUIRY LEARNING
1. A Need or Want to Know 2. Seeking
Appropriate Resolutions to Questions and
Issues 3. Development of Inquiry Skills 4.
Nurturing of Attitudes 5. Transmitting Knowledge

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This chart illustrates how human society and
individuals within society generate and transmit
the fund of knowledge.
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EFFECTIVE INQUIRY LEARNING ELEMENTS

• Teachers see Patterns and Meanings Clearly
• Teachers have in-depth Knowledge of their Fields
• Teachers Knowledge is not just a Set of Facts
• Teachers can easily retrieve their Knowledge and
  Learn New Information in their Fields with little
  Effort (How People Learn, National Research
  Council, 1999)

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This figure illustrates the attributes necessary
for both generating and effectively transmitting
knowledge.
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This chart illustrates that while knowledge is
increasing, so is the boundary of the unknown.
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This chart illustrates that skills for processing
information are similar across all disciplines.
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KEY PRINCIPLES

• Learning activities should focus on using
  information processing skills.
• Inquiry learning puts the student at the center
  of an active learning process and teacher,
  resources, and technology are prepared and
  aligned to support the student.
• The role of the teacher becomes the one of
  facilitating the learning process.
• Assessment focuses on the development of
  information processing skills and conceptual
  understandings rather than content.

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CONTENT STANDARDS FOR SCIENCE

• Students should develop abilities necessary to do
  scientific inquiry.
• Students should develop understandings about
  scientific inquiry. (Inquiry and the National
  Science Education Standards)

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ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY IN
GRADES 9-12

• Identify questions and concepts that guide
  scientific investigations.
• Design and conduct scientific investigations.
• Use technology and mathematics to improve
  investigations and communications.
• Formulate and revise scientific explanations and
  models using logic and evidence.
• Recognize and analyze alternative explanations
  and models.
• Communicate and defend a scientific argument.
  (Inquiry and the National Science Standards)

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SCIENCE TEACHING STANDARD A

• Teachers of a science plan an inquiry-based
  science program for their students.

• Develop a framework of yearlong and short-term
  goals for students.
• Select science content and adapt and design
  curricula to meet the interests, knowledge,
  understanding, abilities, and experiences for
  students.
• Select teaching and assessment strategies that
  support the students understanding.
• Work together as colleagues within and across
  disciplines and grade levels. (National Science
  Education Standards)

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SCIENCE TEACHING STANDARD B
B. Teachers of science guide and facilitate
learning.

• Focus and support inquiries while interacting
  with students.
• Orchestrate discourse among students about
  scientific ideas.
• Challenge students to accept and share
  responsibility for their own learning.
• Recognize and respond to student diversity and
  encourage all students to participate.
• Encourage and model the skills of scientific
  inquiry.

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SCIENCE TEACHING STANDARD C
C. Teachers of science engage in ongoing
assessment of their teaching and student learning.

• Use multiple methods to gather data about student
  understanding and ability.
• Analyze assessment data to guide teaching.
• Guide students in self-assessment.
• Use student data, observations of teaching, and
  interactions with colleagues to report student
  achievement.

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SCIENCE TEACHING STANDARD D
D. Teachers design and manage learning
environments that provide students with the time,
space, and resources needed for learning science.

• Structure the time available so that all students
  are able to participate.
• Create a setting for student work that is
  flexible and supportive of science inquiry.
• Ensure a safe environment.
• Make the available science tools, materials,
  media, and technological resources accessible to
  all students.
• Identify and use resources outside the school.
• Engage students in designing the classroom.

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SCIENCE TEACHING STANDARD E
E.Teachers develop communities of science
learners that reflect scientific inquiry and the
attitudes and social values conductive to science
learning.

• Display and demand respect for the diverse ideas,
  skills, and experiences of all students.
• Enable students to have a significant voice in
  decisions about the content and context of their
  work.
• Nurture collaboration among students.
• Structure and facilitate ongoing formal and
  informal discussion based on a shared
  understanding of rules of scientific disclosure.
• Model the skills, attitudes, and values of
  scientific inquiry.

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SCIENCE TEACHING STANDARD F
F. Teachers actively participate in the ongoing
planning and development of the school science
program.

• Plan and develop the science program.
• Participate in decisions concerning the
  allocation of time and other resources to the
  science program.
• Participate fully in planning and implementing
  professional growth and development strategies
  for themselves and their colleagues. (Inquiry and
  the National Science Education Standards)

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ESSENTIAL FEATURES OF CLASSROM INQUIRY

• Students are engaged by scientifically oriented
  questions.
• Students give priority to evidence, which allows
  students to develop and evaluate explanations.
• Students formulate explanations from evidence to
  address scientific questions.
• Students evaluate their explanations in light of
  alternative explanations, particularly those
  reflecting scientific understanding.
• Students communicate and justify their proposed
  explanations.

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BLOOD SUGAR TESTING ACTIVITY