INQUIRY-BASED-eugenelouie.pptxmmmmmmmmmm

Topic for seminar

1. Division Seminar-Workshop on Content, Pedagogy and Assessment Inquiry-Based Approach EUGENE LOUIE G. IBARRA, T-1 Presenter

2. OBJECTIVES OF THE SESSION: 1 . Develop insights on what is Inquiry-based teaching. 2. Explain h ow can scientific inquiry be incorporated into the curriculum? 3. Discuss learners in an inquiry-based classroom. 4. Explain the four levels of inquiry. 5. Relate the principles of constructivism to an inquiry-based approach of teaching. 6. Identify the least learned competencies and make an activity applying inquiry- based learning approach. 8.Participate proactively during the session by sharing ideas and experiences about the topic.

3. Activity 1A : 1minute Investigate and explore the single strip.

4. Activity 1B : Möbius Strips Möbius Strips

5. The Möbius Strip q was discovered by German Mathematician August Mobius . Let’s investigate the fascinating result when you explore and engage with Möbius strips.

6. Begin with a strip of paper Mark one end A as shown in the Figure. A

7. 2. Turn over one end of the paper so as to form a half-twist and mark it B.

8. 3.Now, join the ends so as to form the figure known as the Möbius strip.

9. 1. How did you find the activity? 2. How many among you were able to make/not able to make the Mobius Strip?

10. 3. For those who were able to make the Mobius Strip, what are the techniques that you used to make the Mobius Strip?

11. 4. For those who did not make it, what problems did you encounter while making the Mobius Strip? 5. What interesting information can you get from the Möbius strip?

12. Activity 1C : Möbius Strips

13. 1. Using the mobius strip from the last activity. What can you infer if you draw a line from A to B?

14. Activity 1D : Möbius Strips

15. Group 1 Form a new Mobius Strip again, cut out a line along the band until both ends meet and discover the resulting figure.   Group 2 Form a new Mobius Strip again, but this time cut out a line that is approximately one-third of the way along the band until both ends meet and discover the resulting figure.

16. Group 3 Form again a band with two-half twist. Cut out the center along the strip and discover the resulting figure . Group 4 1. Repeat the preceding activity, but begin with the band that has three-haft twist.   2. Cut out the center along the strip and discover the resulting figure.

17. Group 5 1. Cut the two ends of the strip into three. 2. Mark top end from right to left side A1, A2, A3, and mark the back of the bottom end from right to left side B1, B2, & B3. 3. Twist the band with one-half twist and connect the ends of A2 & B2 making strip A2B2, connect A1 & B3 over strip A2B2 making strip A1B3, and connect A3 & B1 between the strips A1B3 & A2B2 making strip A3B1. 4. Then cut A1B3 along the strip, after that, flip the mobius strip vertically then cut it all throughout the strip and discover the resulting figure.

18. 10 minutes End

19. SHARING (10 minutes) Answer the following questions Write your answers on the manila paper. Choose a rapporteur Present your work to the class.

20. For Those who did not make it, what problems did you encounter while making th e Mobius Strip? 7. What have you learned from your experience in making mobius scripts? What word/s can you give to describe your learning ?

21. DE P AR TMENT OF EDUCATION INQUIRY-BASED LEARNING

22. Inquiry-based learning (IBL) is a pedagogy which best enables students to experience the processes of knowledge creation and the key attributes are learning stimulated by inquiry, a student-centered approach, a move to self-directed learning, and an active approach to learning.

23. are engaged in essentially open-ended, studentcentered, hands-on activities.” -Questioning -Investigating - Using evidences to describe, explain and predict -Connecting evidences to knowledge -Sharing findings In IBL learners are engaged in essentially open-ended, student centered, hands-on activities .”

24. Inquiry Level 4 Description Example   OPEN INQUIRY At the highest level of Inquiry-Based Learning, within broad parameter, learners establish ownership of the experiment and findings.   They are allowed to choose a topic or idea that is of interest and begin to formulate their own research question(s) and design a procedure to conduct the study. Once the study is complete, you may have them prepare a report or presentation detailing the findings and results. You direct students to choose an edible substance and analyze how it chemically interacts with the human body. Why inquiry -based Learning ?

25. Pioneers of Constructivism John Dewey (1859-1952). First American constructivist who believed that learning and experience go hand in hand and knowledge comes from a personal interaction between the learner and his or her environment. - He believed that most activities presented to students too often involve the interests of the teacher and not the student. - He also advocated outdoor learning. Lev Vygotsky (1896-1934: Russian constructivist who believed that language and social interaction were extremely important in developing knowledge. - Without peers and teachers modeling and providing support, students will “take fewer chances.” - Modern equivalent is “scaffolding.”

26. David A usubel : Believed that without linkages to prior knowledge, retention suffers. - Believed in the Chinese proverb: Tell me and I forget, show me and I remember, let me do it and I understand. - “The single most important factor influencing learning is what the learner already knows; ascertain this, and teach him accordingly.” ( Ausubel , 1978) From all of these studies, the learning cycle was developed: 5 Es Engagement -- The “hook” also links to prior knowledge Exploration -- Pose Q’s and take data Explanation -- Concept development and communication Extension -- Apply to real world, predict and phase 2 exploration Evaluation -- Closure and assessment

27. “The passive view of teaching views the learner as ‘an empty vessel’ to be filled with knowledge, whereas constructivism states that learners construct meaning only through active engagement with the world (such as experiments or real-world problem solving)” (McLeod, 2019)

28. Inquiry Level 4 Description Example   OPEN INQUIRY At the highest level of Inquiry-Based Learning, within broad parameter, learners establish ownership of the experiment and findings.   They are allowed to choose a topic or idea that is of interest and begin to formulate their own research question(s) and design a procedure to conduct the study. Once the study is complete, you may have them prepare a report or presentation detailing the findings and results. You direct students to choose an edible substance and analyze how it chemically interacts with the human body. How will you describe learners in an inquiry -based classroom ?

29. In 1 minute In a metacard , describe an Inquiry-based classroom.

30. In an inquiry based classroom, learners are: engage in scientifically oriented questions give priority to evidence in responding to questions formulates explanations from evidence connect explanations to scientific knowledge communicates and justifies explanations. engage in discussions of the ideas and processes involved.

31. Inquiry Level 4 Description Example   OPEN INQUIRY At the highest level of Inquiry-Based Learning, within broad parameter, learners establish ownership of the experiment and findings.   They are allowed to choose a topic or idea that is of interest and begin to formulate their own research question(s) and design a procedure to conduct the study. Once the study is complete, you may have them prepare a report or presentation detailing the findings and results. You direct students to choose an edible substance and analyze how it chemically interacts with the human body. “If we are only teaching what we know, our children can only do as bad as we are doing, and this is the challenge we are facing – we have to go beyond it.” (Pauli, 2009, TEDx)

32. Inquiry Level 4 Description Example   OPEN INQUIRY At the highest level of Inquiry-Based Learning, within broad parameter, learners establish ownership of the experiment and findings.   They are allowed to choose a topic or idea that is of interest and begin to formulate their own research question(s) and design a procedure to conduct the study. Once the study is complete, you may have them prepare a report or presentation detailing the findings and results. You direct students to choose an edible substance and analyze how it chemically interacts with the human body.   Edelson (1999) identifies three benefits of inquiry-based learning: acquiring general inquiry abilities, acquiring specific investigation skills and developing an improved understanding of the concepts.

33. Inquiry Level 4 Description Example   OPEN INQUIRY At the highest level of Inquiry-Based Learning, within broad parameter, learners establish ownership of the experiment and findings.   They are allowed to choose a topic or idea that is of interest and begin to formulate their own research question(s) and design a procedure to conduct the study. Once the study is complete, you may have them prepare a report or presentation detailing the findings and results. You direct students to choose an edible substance and analyze how it chemically interacts with the human body. LEVELS OF INQUIRY LEARNING

34. Inquiry Level 1 Description Example CONFIRMATION This level is the most familiar and the easiest to do. At this level, you will develop both the questions and a procedure that will guide students through an activity with known results.   “ In this investigation you will confirm that the rate of a chemical reaction increases as the temperature of the reacting materials increases. You will use effervescent antacid tablets to verify this principle. Using the following procedure, record the result as indicated, and answer the questions at the end of the activity.” LEVELS OF INQUIRY LEARNING

35. Inquiry Level 2 Description Example STRUCTURED INQUIRY This level is similar to Level 1, but now involves developing a foundation for inquiry and critical thinking skills. You provide an initial question and an outlined procedure for students to follow. Important, however, is that the results are unknown. You direct students to take soil samples from several different locations (e.g. home, school, park) and analyze the composition for differences.   Inquiry Level 2 Description Example STRUCTURED INQUIRY This level is similar to Level 1, but now involves developing a foundation for inquiry and critical thinking skills. You provide an initial question and an outlined procedure for students to follow. Important, however, is that the results are unknown. You direct students to take soil samples from several different locations (e.g. home, school, park) and analyze the composition for differences.   LEVELS OF INQUIRY LEARNING

36. Inquiry Lev el 1 Description Example       GUIDED INQUIRY   This level allows students to take more ownership for the experiment and findings. They are responsible for designing the procedure and following it to answer the question that you provided. Learners build upon skills gained from earlier levels, as well as incorporate more problem-solving and critical thinking skills. Because learners now have more freedom in developing the procedure and and finding useful content, it is important for you to provide guidance and feedback where necessary.   You ask students how the materials used in traditional and contemporary buildings in specific climates compare in terms of energy efficiency and minimization of resource usage. Inquiry Level 3 Description Example       GUIDED INQUIRY   This level allows students to take more ownership for the experiment and findings. They are responsible for designing the procedure and following it to answer the question that you provided. Learners build upon skills gained from earlier levels, as well as incorporate more problem-solving and critical thinking skills. Because learners now have more freedom in developing the procedure and and finding useful content, it is important for you to provide guidance and feedback where necessary.   You ask students how the materials used in traditional and contemporary buildings in specific climates compare in terms of energy efficiency and minimization of resource usage. LEVELS OF INQUIRY LEARNING

37. Inquiry Level 4 Description Example   OPEN INQUIRY At the highest level of Inquiry-Based Learning, within broad parameter, learners establish ownership of the experiment and findings.   They are allowed to choose a topic or idea that is of interest and begin to formulate their own research question(s) and design a procedure to conduct the study. Once the study is complete, you may have them prepare a report or presentation detailing the findings and results. You direct students to choose an edible substance and analyze how it chemically interacts with the human body. Inquiry Level 4 Description Example   OPEN INQUIRY At the highest level of Inquiry-Based Learning, within broad parameter, learners establish ownership of the experiment and findings.   They are allowed to choose a topic or idea that is of interest and begin to formulate their own research question(s) and design a procedure to conduct the study. Once the study is complete, you may have them prepare a report or presentation detailing the findings and results. You direct students to choose an edible substance and analyze how it chemically interacts with the human body. LEVELS OF INQUIRY LEARNING

38. Level of Inquiry Problem Procedure Solution Level 4 Open Inquiry Student Student Student Level 3 Guided Inquiry Teacher Student Student Level 2 Structured Inquiry Teacher Teacher Student Level 1 Confirmation Teacher Teacher Teacher Confirmation Inquiry Structured Inquiry Guided Inquiry Open Inquiry LEVELS OF INQUIRY LEARNING

39. Activity 2 : (5 minutes) Levels of Inquiry

40. In what level of inquiry do the last four activities (1A, 1B, 1C and 1D) fall? Write your answer on the metacards , choose a rapporteur and explain your answer .

41. 5 Minute S End

42. Let us answer!

43. How can scientific inquiry be incorporated into the curriculum? How can we create an inquiry-based classroom ? In the early grades, students should be exposed to science as a “hands-on, minds-on” process and encouraged to explore and raise questions about the world around them. As they go up the grades, they should develop skills to design and conduct investigations addressing self-, as well as teacher-generated questions, and involving identifying and controlling variables. Through the grades, students should develop abilities to systematically collect and organize data and communicate investigations, culminating in abilities to formulate explanations or models based on results of investigations.

44. Grade Level Inquiry Skills A Ask questions about the natural world (materials, events, phenomena, and experiences) B Design and conduct investigations using appropriate procedure, materials, tools, and equipment C Employ different strategies to obtain information from different sources D Communicate results of investigations using appropriate presentation tools K-G4 Ask questions based on observations Carry out simple tests to answer questions Collect data using appropriate tools and equipment Use metric system Use different strategies in obtaining relevant information (e.g. library, discussion groups, resource persons, interviews, surveys) Gather information from available sources print and non-print materials, resource persons) Cite sources of information Draw/describe observations Organize and explain data using tables, graphs and charts State inferences based on data

45. G5-6 Ask scientific questions that can be investigated empirically Carry out structured scientific investigations - Visualize the steps in an investigation - Identify variables which should be held constant and one which should be changed - Collect data using appropriate tools and equipment - Record and organize data - Analyze and interpret collected data State a conclusion based on the data (may be relationship between variables) Gather relevant information from reliable sources (e.g. print and non-print materials, resource persons + websites) Cite sources of information Present data in different formats (e.g. flow chart, schematic diagrams, sketches and other available technology Discuss topics in groups

46. G7-10 Ask questions beyond direct observations which may be based on science principles Design and conduct unstructured scientific investigation - Identify a problem to be investigated - State the objectives of the investigation - Identify variables involved in the investigation - Plan a procedure to solve the problem - Collect data using appropriate tools and equipment - Record and organize data - Analyze and interpret collected data (consider sources of error, limitations of instruments) - Consider alternative or possible explanations of data Gather relevant information from reliable sources (e.g. print and non-print materials, resource persons + websites + scientific journals) Cite references using currently accepted styles Write a report of investigation Summarize and present results of investigation using available technology

47. Inquiry Level 4 Description Example   OPEN INQUIRY At the highest level of Inquiry-Based Learning, within broad parameter, learners establish ownership of the experiment and findings.   They are allowed to choose a topic or idea that is of interest and begin to formulate their own research question(s) and design a procedure to conduct the study. Once the study is complete, you may have them prepare a report or presentation detailing the findings and results. You direct students to choose an edible substance and analyze how it chemically interacts with the human body.   I nquiry-based learning perspective: From a student point-of-view,  inquiry-based learning focuses on investigating an open question or problem. They must use evidence-based reasoning and creative problem-solving to reach a conclusion, which they must defend or present. From a teacher point-of-view,  inquiry-based teaching focuses on moving students beyond general curiosity into the realms of critical thinking and understanding. You must encourage students to ask questions and support them through the investigation process, understanding when to begin and how to structure an inquiry activity.

48. Inquiry Level 4 Description Example   OPEN INQUIRY At the highest level of Inquiry-Based Learning, within broad parameter, learners establish ownership of the experiment and findings.   They are allowed to choose a topic or idea that is of interest and begin to formulate their own research question(s) and design a procedure to conduct the study. Once the study is complete, you may have them prepare a report or presentation detailing the findings and results. You direct students to choose an edible substance and analyze how it chemically interacts with the human body. Activity No. 3 Group Workshop per Learning Area

49. 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: NationalAcademy Press.Ostlund K. (1996). Rising to the Challenge of the National Science Education Standards. Fresno, California: S & K Associates. Padilla, M. (1990). Research Matters to the Science Teacher. NARST. Waite- Stupiansky , S. (1997). Building Understanding Together:AConstructivistApproach to Early Childhood Education. New York: Delmar Publishers Witt C & Ulmer J (2010) The Impact of Inquiry Based Learning on theAcademicAchievement of Middle School Students Shymansky , J.A., Kyle, W. C., &Alport, J. M. (1983). The Effects of New Science Curricula on Student Performance.