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Inquiry-Based Pedagogical Strategies for Engaging Science and Mathematics Learning

This resource explores the essential features of classroom inquiry as a pedagogical strategy in science and mathematics education. It highlights how learners engage with scientific questions, prioritize evidence, develop explanations, and engage in discourse. The text discusses the challenges teachers face in scaffolding inquiry effectively and presents a continuum from confirmation to open inquiry. With active roles assigned to both teachers and students, this approach fosters intellectual engagement, collaboration, and critical thinking. It also raises reflective questions about the classifications of inquiry and their impact on student learning.

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Inquiry-Based Pedagogical Strategies for Engaging Science and Mathematics Learning

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Presentation Transcript

  1. Inquiry: A Pedagogical Strategy

  2. Inquiry • The act of searching, studying, or investigating. A close examination of some matter in a quest for information or answers.

  3. Essential Features of Classroom Inquiry Learners: • are engaged by scientific & mathematical questions. • give priority to evidence as they plan and conduct investigations. • develop descriptions, explanations and predictions using evidence. • connect evidence and explanations to developing scientific & mathematical knowledge. • engage in critical discourse with others about procedures, evidence and explanations.

  4. The Biggest Challenge… • Knowing when and how much scaffolding to provide in all aspects of inquiry • Establishing questions • Designing experiments & protocols • Making sense of the findings • Fostering collaboration and discourse

  5. One way of thinking about inquiry… • The inquiry continuum • Confirmation model • Directed inquiry • Guided inquiry • Open inquiry

  6. Teacher’ Role Give Problem & Answer Provide text Provide oral description Provide specific directions Direct the display of data Student’s Role Perform activity Discover “truth” as stated in text & by the teacher Confirmation Model

  7. Teacher’s Role Define Problem Describe/ demonstrate procedures Student’s Role Follow outlined procedures Collect data Display data Interpret data Draw conclusions Directed Inquiry

  8. Teacher’s Role Provide a situation Solicit a problem Solicit inferences & hypotheses Solicit experimental design Student’s Role Respond to teacher’s prompts (problem, hypotheses, design) Collect data Interpret data Draw conclusions Guided Inquiry

  9. Teacher’s Role Approve problems & experiments Suggest resources Mentor Student’s Role Identify problem Plan experiment Collect data Interpret data Draw conclusions Present Findings Open Inquiry

  10. Inquiry Continuum

  11. Why do classifications matter? • They matter only in the sense that by reflecting on what kinds of inquiry students engage, we as teachers are compelled to think about the extent to which students are • Intellectually involved • Practicing science & mathematics • Constructing their knowledge

  12. Discussion Questions • Where would the marshmallow catapult activity fit on the inquiry continuum? Explain your answers. • What are the advantages of using this kind of approach? • What are the disadvantages of using this kind of approach?

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