Enhancing Inquiry-Based Learning in Grades 1-6 Through Effective Problem-Solving Strategies

1. Classroom Inquiry in Grades 1-6 Adapted from: Paul Vellom, WMU Department of Education

2. From the literature…. • Oxford English Dictionary • Inquiry 1.a The act of seeking, esp.. (not always) for truth, knowledge, or information concerning something; search, research, investigation, examination. • attrib. and Comb., as ….. problem-solver, one who finds solutions to difficult or perplexing questions or situations; hence problem-solving n., the action of finding solutions to such problems;

3. From NSES • National Science Education Standards -Pg 23 Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations.

4. From a Methods Text… Problem solving is also an important strategy for constructing and negotiating meaning. Learning to Teach Science: A model for the 21st Century(J. V. Ebenezer & S. Connor; 1998) pg. 140-141

5. Methods text.. continued In general, inquiry is finding out about something. It centers around the desire to answer a question or to know more about a situation. Science Instruction in the Middle and Secondary Schools (Chiapetta, E. L. and Koballa, Thomas R.; 2002) pg 91

6. Kinds of Inquiry: • Open  Guided  Directed • Students’ questions  Our (class) questions  Teacher’s questions • Motivation and interest are key here… • Also must consider how to intro abstract or new concepts • Given our need for accountability and a common set of understandings at grade level: • Guided/Directed Inquiry (most often) • Open Inquiry (for some topics)

7. Before you design instruction: • “Dig in” to the topic (discuss & work with others, if possible): • Examine district or state benchmarks • Look over teaching materials, resources • Identify/craft learning statements (what do you want your students to be able to say/write at the end of the unit/lesson?)“Plants need sunlight in order to live.”“Plants make their own food using water, carbon dioxide, and energy from sunlight.”

8. Begin with two events, in any order (but do both!): • Find out what students know about the topic, in as much detail as possible AND • Pose a problem that focuses on "how does this work?" or "why does this happen?"

9. As you engage students in the problem/topic: • Work with students' notions, ideas, language so that the inquiry is "theirs"  "ours" (not "yours" alone). • Feel free to add terms/ideas that are central to your lesson/unit, so that students can use these in their thinking.

10. As you engage…(#2) • Frame your work as, "Let's find out", and perhaps ask "How could we find out?" and value students' ideas about this. • Tell the students at least a portion of the path you will take to find out.

11. What scientists do: TOPE (by Dr. Charles Anderson, MSU) • Working on TECHNIQUES for observing, gathering data • Making OBSERVATIONS (using senses and sometimes using special tools) and recording them in an orderly way • Looking for PATTERNS in recorded data • Developing EXPLANATIONS using evidence from data

12. Investigate! • Specify Techniques that will be used • Students should record Observations by: • Writing (first draft rules) • Drawing & labeling • manipulating data and images • Should also be encouraged to think about "why". • Encourage talk and share/compare as needed.

13. Investigate! (#2) • Can include: • Experiments (controlling all but one variable) • Observational study • Structured play, modeling, role playing • Discovery activities • Using reference materials (texts, internet, video, etc.) for specified tasks/quests • Teacher-led demonstrations • Etc…

14. After (sometimes during) investigation: *a critical point* • Gather class data: pool your data/findings • By reporting out from groups/individuals • By recording on a big chart or overhead transparency (durable artifact here) • Other methods… • Seek Patterns in the data with students offering ideas and you "filtering".

15. Develop Explanations: Whole Group/Class or Pairs/Individuals • Do this work with your lesson/unit learning statements as a guide. • Refer to texts, experts, other resources as needed. • Re-demonstrate with explanation as needed; employ diagrams, models. • Goal: Every student can explain.

16. Explanations (#2) and Re-cycling • As ideas different from desired understandings emerge, make decisions about: • 1) investigating more, or • 2) providing counter-evidence, or • 3) using discussion, comparing, reasoning out to refine/limit those ideas being considered. • Remember that investigation often leads to new questions! Value/honor this.

17. Desired Outcomes • Every student should demonstrate understanding of the key concepts, terms, ideas. • Use a variety of methods: • Known-response: short-answer worksheets, multiple choice, true/false, matching, sentence completion, labeling diagrams, defining terms, “quick writes”, performance, etc…