Inquiry
In order to create a classroom full of active learners, I must involve my students in their learning and help lead them to understand. I would like to change my students from passive receptors of information, into active, inquisitive collectors. Inquiry learning is about seeking knowledge through questioning. Anyone who has spent some time with a four-year-old knows that questioning comes naturally, rapidly and without end! Do giants have swimming pools? Why are they called jellyfish, are there peanut butter fish? How many raindrops did it take to fill that puddle? Yet by the time they reach third grade, those questions have been scaled back. Students are afraid to let on that they don't know everything. Firestein asks in his book Ignorance, "... what if we understood the power of not knowing in a world dominated by information?" 1
When looking through the window of an inquiry based classroom, viewers may see some incredible sights. In an inquiry based classroom students see themselves as scientists. They look forward to science and show a curiosity to learn more. They are working with the other scientists in the classroom in order to reach a shared goal that they have a vested interest in because they have decided on the path to take. This path has been built by them as they become active learners and feeds the inherent inquisitiveness they have about the observations they have made. In an inquiry based classroom, the students are designing experiments and posing questions and explanations. Students know that other scientists have come before them and they can use the knowledge these previous scientists have uncovered to fortify their own investigations. Students know that the end of their experiment may or may not answer the questions they began with yet they know that all of the information gathered uncovers some learning. Students in an inquiry classroom become comfortable communicating by using scientific journals. The scientific journals will have pictures, observations, hypotheses, an analysis of the findings, and what the next steps could be.
Inquiry Method
In order to change my classroom to include more inquiry in a scaffolded, structured way, I will be utilizing three forms of inquiry based instruction; structured, guided, and open inquiry. The goal is to get students to make observations and then propose descriptions and justifications of what they observed. Beginning with structured inquiry will enable my students to have the process modeled and still feel supported by me. In this model, I will provide my students with hands-on activities, will detail the procedures they should follow, and will supply the materials needed for the investigation. I will not give the students any expectations for the results. The students may feel unsure of themselves and will constantly check with me to make sure they are "doing it right". This is okay and I will provide support but no answers! As the lessons progress, we will move toward guided inquiry. Here the students will be given more freedom over the exploration and will be provided with materials and a question or problem they will need to investigate. The students will be responsible for developing the procedures they will follow. Since students are creating their path, there should be fewer calls for direction, well at least that's the plan! When the students have begun to feel comfortable taking a more active part in the development of a personal learning plan I will move to an open inquiry opportunity. During this type of inquiry students will create their own plan for an investigation. This will enable students to explore areas of study that interests them and build a personal connection to science.
Scientific Method
Science is a human endeavor involving knowledge learned through inquiring about the natural world. Scientific claims are evaluated and knowledge changes as a result of using the abilities and understandings of inquiry. The pursuit of scientific knowledge is a continuous process involving diverse people throughout history. The Scientific Method helps to place a framework around a scientist's observations and thoughts. This method is a process that moves the student away from memorization of facts. It enables students to take charge of their learning. There are several steps in the Scientific Method; observation, question, hypothesis, test, analyze, and communicate.
Observation
Scientists make observations. They study things around them. They look at how other scientists have explained things and begin to wonder, what next? The best experiments and research begin with wondering about things that they see and that they are interested in. "I wonder" statements are a terrific way to begin to get students to make observations and move into questioning.
Question
Now students will formulate a question based on what they have observed. When students are thinking of their questions, they need to keep in mind that they will have to uncover evidence that they will be able to measure to answer their question. If they cannot think of a way to test their questions, they will need to fine tune the questions. Students will need to have this skill modeled. They will undoubtedly begin by formulating "yes/no" questions. They should look into what other scientists have already uncovered about their topic. One great thing about science is that we can learn things by looking at what other scientists have discovered and move to the next step. Science builds on what was done before.
Hypothesis
A hypothesis is similar to an educated guess. Most scientists have an idea of what they believe their question will uncover. Some of the greatest discoveries have come by proving the initial hypothesis incorrect. Another great thing about science is even if your hypothesis is wrong, you have learned something!
Test
Scientists now must prove their hypothesis with experiments. First, they design an experiment and create a plan by establishing variables, things within the experiment that you can change or you choose to keep constant. Then they will develop and follow a procedure and determine what materials will be needed. As they work, scientists keep track of everything that they observe and write these observations down.
Analyze
After the experimentation, scientists need to look at their data and notes on observations. They will need to summarize what they have seen. They must decide what the information means and what will be the next steps to take. Further testing may be necessary or clarification of some data may be needed. The information may even prove that the hypothesis was wrong! Next the scientist will need to explore why this has happened and what information has been learned.
Communicate
Now scientists need to explain what the results show. Scientists need to make sure that they report their findings in a clear, concise way. The entire process should be detailed and described so if someone would like to replicate the experiment they will be able to do so.
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