Beruflich Dokumente
Kultur Dokumente
THROUGH INQUIRY
DEPARTMENT OF EDUCATION
OBJECTIVES OF THE SESSION
1. Describe the features of an inquiry-
based science lesson.
2. Appreciate the importance of inquiry
in teaching science.
3. Compare the traditional science
instruction and inquiry-based
learning.
DEPARTMENT OF EDUCATION
OBJECTIVES OF THE SESSION
4. Explain each of the four levels of
inquiry.
5. Familiarize the 5E learning model of
inquiry.
6. Design a science lesson using the 5E
learning model and plot the same in
the DLL template.
DEPARTMENT OF EDUCATION
“All the world is a laboratory to the
inquiring mind.”
-‐Martin H. Fischer
DEPARTMENT OF EDUCATION
FACT OR BLUFF?
DEPARTMENT OF EDUCATION
TASK 1:
Tell whether the statement is a fact or a
bluff.
TIME ALLOTMENT:
5 secs per statement
DEPARTMENT OF EDUCATION
FACT OR BLUFF
DEPARTMENT OF EDUCATION
FACT OR BLUFF
DEPARTMENT OF EDUCATION
FACT OR BLUFF
DEPARTMENT OF EDUCATION
FACT OR BLUFF
DEPARTMENT OF EDUCATION
FACT OR BLUFF
DEPARTMENT OF EDUCATION
TASK 2:
Construct a concept map about inquiry-based
approach showing the following:
• Dominant activities
• Importance
• Dominant Features as compared to
traditional teaching
TIME ALLOTMENT:
15 mins
DEPARTMENT OF EDUCATION
WHAT ARE THE
DOMINANT ACTIVITIES
IN AN INQUIRY-BASED
CLASSROOM?
DEPARTMENT OF EDUCATION
DOMINANT ACTIVITIES IN AN INQUIRY-BASED CLASSROOM
• Questioning
• Investigating
• Using evidences to describe, explain
and predict
• Connecting evidences to knowledge
• Sharing of findings
DEPARTMENT OF EDUCATION
WHY IS INQUIRY
IMPORTANT IN
TEACHING SCIENCE?
DEPARTMENT OF EDUCATION
IMPORTANCE OF INQUIRY IN TEACHING SCIENCE
DEPARTMENT OF EDUCATION
IMPORTANCE OF INQUIRY IN TEACHING SCIENCE
DEPARTMENT OF EDUCATION
HOW DOES INQUIRY-BASED
INSTRUCTION COMPARE TO
TRADITIONAL INSTRUCTION?
DEPARTMENT OF EDUCATION
TRADITIONAL SCIENCE INSTRUCTION AND INQUIRY-BASED LEARNING
DEPARTMENT OF EDUCATION
TRADITIONAL SCIENCE INSTRUCTION AND INQUIRY-BASED LEARNING
DEPARTMENT OF EDUCATION
TRADITIONAL SCIENCE INSTRUCTION AND INQUIRY-BASED LEARNING
DEPARTMENT OF EDUCATION
TRADITIONAL SCIENCE INSTRUCTION AND INQUIRY-BASED LEARNING
DEPARTMENT OF EDUCATION
TRADITIONAL SCIENCE INSTRUCTION AND INQUIRY-BASED LEARNING
DEPARTMENT OF EDUCATION
TRADITIONAL SCIENCE INSTRUCTION AND INQUIRY-BASED LEARNING
DEPARTMENT OF EDUCATION
WHAT ARE THE FOUR
LEVELS OF INQUIRY?
DEPARTMENT OF EDUCATION
LEVELS OF INQUIRY
DEPARTMENT OF EDUCATION
LEVELS OF INQUIRY
1. LIMITED INQUIRY – learners are
provided with the question and
procedure as well as the results,
which are known in advance.
DEPARTMENT OF EDUCATION
LEVELS OF INQUIRY
2. STRUCTURED INQUIRY – introduce
learners to the experience of
conducting investigation or practice
a specific inquiry skills.
DEPARTMENT OF EDUCATION
LEVELS OF INQUIRY
3. GUIDED INQUIRY – the questions are
still provided by the teacher.
Learners generate an explanation
supported by an evidence they have
collected.
DEPARTMENT OF EDUCATION
LEVELS OF INQUIRY
4. OPEN INQUIRY – learners have the
opportunity to act like scientists,
derive questions, design and carry
out investigations as well as
communicate results of an
investigation.
DEPARTMENT OF EDUCATION
WHAT IS 5E
LEARNING MODEL?
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
1. ENGAGE
Focus attention
and stimulate
interest
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
WAYS:
• Generate interest
• Access prior knowledge
• Connect to past knowledge
• Set parameters of the focus
• Frame the idea
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
TEACHER’S BEHAVIOR:
• Motivates
• Creates interest
• Taps into what learners’ know or
think about the topic
• Raises questions and encourages
responses
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
LEARNERS’ BEHAVIOR:
• Attentive in listening
• Ask questions
• Demonstrates interest in the lesson
• Responds to questions
demonstrating their own entry point
of understanding
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
2. EXPLORE
Investigate and
collect information
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
WAYS:
• Experience key concepts
• Discover new skills
• Probe, inquire, and question
experiences
• Examine their thinking
• Establish relationships and
understanding
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
TEACHER’S BEHAVIOR:
• Acts as a facilitator
• Observes and listens to learners as
they interact
• Asks good inquiry-oriented questions
• Provides time for learners to think
and to reflect
• Encourages cooperative learning
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
LEARNERS’ BEHAVIOR:
• Conducts activities, predicts, and
forms hypotheses or makes
generalizations
• Becomes a good listener
• Shares ideas and suspends judgment
• Records observations and/or
generalizations
• Discusses tentative alternatives
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
3. EXPLAIN
Explain the
understanding of
concepts and
processes; new
concepts or skills
are introduced
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
WAYS:
• Connect prior knowledge and
background to new discoveries
• Communicate new understandings
• Connect informal language to formal
language
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
TEACHER’S BEHAVIOR:
• Encourages learners to explain their
observations and findings in their own
words
• Provides definitions, new words, and
explanations
• Listens and builds upon discussion form
learners
• Asks for clarification and justification
• Accepts all reasonable responses
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
LEARNERS’ BEHAVIOR:
• Explains, listens, defines, and
questions
• Uses previous observations and
findings
• Provides reasonable responses to
questions
• Interacts in a positive, supportive
manner
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
4. ELABORATE
Expands and
solidifies thinking
often through
application to a
real – word
problem
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
WAYS:
• Apply new learning to a new or
similar situation
• Extend and explain concept being
explored
• Communicate new understanding
with formal language
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
TEACHER’S BEHAVIOR:
• Uses previously learned information
as a vehicle to enhance additional
learning
• Encourages learners to apply or
extend the new concepts and skills
• Encourages learners to use terms
and definitions previously acquired
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
LEARNERS’ BEHAVIOR:
• Applies new terms and definitions
• Uses previous information to probe,
ask questions, and make reasonable
judgments
• Provides reasonable conclusions and
solutions
• Records observations, explanations,
and solutions
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
5. EVALUATE
Assessment of
understanding
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
WAYS:
• Assess understanding (self, peer and
teacher evaluation)
• Demonstrate understanding of new
concept by observation or open
ended response
• Apply within problem situation
• Show evidence of accomplishment
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
TEACHER’S BEHAVIOR:
• Observes learners’ behaviors as they
explore and apply new concepts and
skills
• Assesses learners’ knowledge and
skills
• Encourages learners to assess their
own learning
• Asks open-ended questions
DEPARTMENT OF EDUCATION
5E LEARNING MODEL
LEARNERS’ BEHAVIOR:
• Demonstrates an understanding or
knowledge of concepts and skills
• Evaluates his/her own progress
• Answers open-ended questions
• Provides reasonable responses and
explanations to events or
phenomena
DEPARTMENT OF EDUCATION
WHAT IS INQUIRY
THEREFORE?
DEPARTMENT OF EDUCATION
INQUIRY DEFINED
• Process of seeking truth, information
or knowledge by questioning.
• A dynamic approach to learning that
involves exploring the world, asking
questions, making discoveries and
rigorously testing those discoveries in
search for new understanding.
DEPARTMENT OF EDUCATION
HOW WILL YOU
RELATE INQUIRY TO
LEARNING?
DEPARTMENT OF EDUCATION
INQUIRY AND LEARNING
• A dynamic approach to learning that
involves exploring the world, asking
questions, making discoveries and
rigorously testing those discoveries in
search for new understanding.
DEPARTMENT OF EDUCATION
WHAT ARE THE FEATURES
OF A CURRICULUM
DESIGNED UNDER
INQUIRY-BASED
APPROACH?
DEPARTMENT OF EDUCATION
INQUIRY-BASED CURRICULUM
• Recognizes learners’ drive to learn,
engages learners in central concepts
and principles, leads learners to in-
depth exploration of authentic and
important topics, uses performance-
based assessments and encourages
collaboration.
DEPARTMENT OF EDUCATION
INQUIRY-BASED CURRICULUM
• The K to 12 Science Curriculum is
learner-centered and inquiry-based,
emphasizing the use of evidence in
constructing explanations.
DEPARTMENT OF EDUCATION
WHAT IS INQUIRY-
BASED LEARNING?
DEPARTMENT OF EDUCATION
INQUIRY-BASED LEARNING
DEPARTMENT OF EDUCATION
INQUIRY-BASED LEARNING
• Development of critical thinking skills
while learning science.
• Learner-centered instructional
method that is based on substantially
increased learner involvement in the
learning process.
DEPARTMENT OF EDUCATION
MODELLING
DEPARTMENT OF EDUCATION
ENGAGE
Have you experienced an
earthquake? Describe the
shaking of the earth
during an earthquake?
How did you feel about it?
DEPARTMENT OF EDUCATION
EXPLORE
Tasks:
Group 1: Precautionary measures that
should be done before an earthquake.
DEPARTMENT OF EDUCATION
EXPLAIN
Let each group share their
outputs with the large group.
DEPARTMENT OF EDUCATION
ELABORATE
WHAT TO DO BEFORE,
DURING AND AFTER AN
EARTHQUAKE?
DEPARTMENT OF EDUCATION
Situation: You and your
friends are inside the
gymnasium. Suddenly,
you feel the ground
shaking. What will you
do? DEPARTMENT OF EDUCATION
EVALUATE
Act out the precautionary measures that
a person should do in the following
situations:
• You are inside the library and an
earthquake occurred. What will
you do?
• You are in the quadrangle.
Suddenly, you feel the ground
shaking. What will you do?
DEPARTMENT OF EDUCATION
POINTS TO CONSIDER:
1. Were the learners engaged in
scientifically oriented questions?
2. Were the learners provided opportunity
to prioritize evidence?
3. Were the learners given the time to
formulate their explanations?
4. Were the learners provided the means to
evaluate their explanations in the light of
alternative explanations?
5. Were the learners asked to communicate
and justify their proposed explanations?
DEPARTMENT OF EDUCATION
READY FOR THE
WORKSHOP?
DEPARTMENT OF EDUCATION
COMPARISON BETWEEN THE 5E LEARNING MODEL AND
PART IV: PROCEDURES OF THE DLL
Part IV: Procedures 5E Learning
Model
A. Reviewing previous lesson or presenting the new lesson. Engage
B. Establishing a purpose for the lesson. Engage
C. Presenting examples/ instances of the new lesson. Engage
D. Discussing new concepts and practicing new skill #1. Explore
E. Discussing new concepts and practicing new skill #2. Explore
F. Developing mastery. Explain
G. Finding practical applications of concepts and skills in daily Elaborate
living.
H. Making generalizations and abstractions about the lesson. Elaborate
DEPARTMENT OF EDUCATION
Group 1: MATTER
S6MT-Iac-1, S6MTId-f-2
Group 2: LIVING THINGS AND THEIR ENVIRONMENT
S6LTIIa-b-1, S6LTIIc-d-2
Group 3: LIVING THINGS AND THEIR ENVIRONMENT
S6LTIIe-f-3, S6LTIIg-h-4
Group 4: LIVING THINGS AND THEIR ENVIRONMENT
S6LTIIi-j-5, S6LTIIi-j-6
Group 5: FORCE, MOTION AND ENERGY
S6FEIIIa-c-1, S6FEIIId-f-2
Group 6: EARTH AND SPACE
S6ESIVa-1, S6ESIVb-2
DEPARTMENT OF EDUCATION
OUTPUT
PRESENTATION
DEPARTMENT OF EDUCATION
…the biggest
challenge is to be
learner-focused
DEPARTMENT OF EDUCATION
“People learn best not by being told, but
by experiencing the consequences of
their own thoughts and actions.”
-‐Training House, New Jersey
DEPARTMENT OF EDUCATION
“Let us help one another in developing
Filipino learners not just with the mind of
a scientist but also with the heart of a
missionary.”
-‐Jade O. Alberto
DEPARTMENT OF EDUCATION
DIOS MABALOS PO!
JADE O. ALBERTO, Ed. D.
Education Program Supervisor
Curriculum Implementation Division
DepED, SDO Albay
DEPARTMENT OF EDUCATION
JADE O. ALBERTO, Ed. D.
Education Program Supervisor
Curriculum Implementation Division
DepED, SDO Albay
DEPARTMENT OF EDUCATION
REFERENCES
Biological Sciences Curriculum Study. (2005). Doing Science: The Process of Scientific Inquiry. Colorado: BSCS.
Gall M. (1970). Gall M.D. (1970). The Use of Questions in Teaching. Review of Educational Research. 40, 707-721 retrieved
from http://rer.sagepub.com/ content/40/5/707.full.pdf
Harlen W. (2014). Helping Children’s Development of Inquiry Skills. Inquiry in Primary Science Education, 1 , 5-19 retrieved
from http://prisci.net/ipse/papers/%20IPSE%20Volume%201%20No%201%20Wynne%20Harlen%20p%205%20%2019.pdf
Llewellyn D. (2011). Differentiated Science Inquiry. California: Corwin. National Research Council (2000). Inquiry and the
National Science Education Standards. Washington: National Academy Press.
Ostlund K. (1996). Rising to the Challenge of the National Science Education Standards. Fresno, California: S & K Associates.
Waite-Stupiansky, S. (1997). Building Understanding Together: A Constructivist Approach to Early Childhood Education. New
York: Delmar Publishers
Witt C & Ulmer J (2010) The Impact of Inquiry Based Learning on the Academic Achievement of Middle School Students
Shymansky, J. A., Kyle, W. C., & Alport, J. M. (1983). The Effects of New Science Curricula on Student Performance.
Journal of Research in Science Teaching, 20, 387-404.
Shymansky, J. A., Hedges, L. V., & Woodworth, G. (1990). A Reassessment of the Effects of Inquiry-Based Science Curricula of
the Sixties on Student Achievement. Journal of Research in Science Teaching, 27(2), 127-144
DEPARTMENT OF EDUCATION