TMAP2024Tejashwini K J Enquiry approach .pptx

Enquiry approach

1. INQUIRY APPROACH

2. INTRODUCTION Effective educators design their courses to facilitate the student transition from novice-like approaches to learning (memorizing con- clusions reached by others, practicing solutions to the questions that might be on the exam") to expert like approaches (a procedural understanding of how current conclusions were reached, the limita - tions of those conclusions, and the opportunities for further explo - ration and deeper understanding). Fortunately, such inquiry-based approaches to course design are well aligned with the natural abili - ties of faculty at research universities. Making sweeping changes in undergraduate course design can seem daunting, especially in the absence of both immediate incentives and guarantees that the changes will be worthwhile. However, an increasing number of faculty have concluded that gradual, incremental changes in their roles as educa - tors can be beneficial and substantial. They have also discovered that each change provides new opportunities to collaborate with others and learn from experiences.

3. *“Inquiry” is defined as a quest “for truth, information, or knowledge…seeking information by questioning”.

*Individuals go through a process of inquiry from birth until they die.

*Babies begin to make sense of their surrounding through their curious observations.

* The process of inquiry begins with “…constructing and gathering information and data through applying the human senses”. DEFINITION OF INQUIRY

4. It is a student-centered method of education focused on asking questions.
Students are encouraged to ask questions which are meaningful to them, and which do not necessarily have easy answers
Teachers are encouraged to avoid giving answers when this is possible, and in any case to avoid giving direct answers in favor of asking more questions. In this way it is similar in some respects to the Socratic method * The method was advocated by Neil Postman and Charles. INQUIRY METHODS

5. It is based on constructivist learning theory. Learning enhanced through the inquirers” opportunity to engage in real life activities, situations and with real audience.
From the theory teachers generate the facts that students:
Can actively build their knowledge and understanding through their inquiries and information seeking nature.
Develop their cognition as well as meta cognition as they absorb the information.
Experience changes in their affective and cognitive domains as they progress.
Need time to reflect on their new found knowledge and process the information. FOUNDATION OF INQUIRY

6. • Learners direct their learning in a way that is similar to how science happens in real-world situations.

Students are able to identify their own areas of inquiry and engage in hands-on learning using science process skills to seek information.

This results in increased ownership of learning and enhanced critical thinking skills while creating a culture that values learners’ ideas. ADVANTAGES OF INQUIRY

7. Reflect on the purpose and makes plans for inquiry learning. * Facilitate classroom learning. *Serve primarily as a resource for the students. *Guide the students through the learning process *Establish content-based parameters for learning objectives, and then allow students to direct their own learning. *A co-learner with the students as they engage with real-world questions. *Provoke additional inquiry of the questions presented by the student. TEACHER’S ROLE

8. CHARACTERISTICS OF TEACHERS FOR INQUIRY Prior knowledge is ascertained/activated. Find gaps between results and expected outcomes Significant concepts and essential questions Learning leads to action Students are actively involved in constructing understandings Assessment is ongoing Learning takes place in a social context

9. View themselves as learners in the process of learning.

Accept an “invitation to learn and willingly engage in an exploration process.

Raise questions. Propose explanations, and use observations.

Plan and carry out learning activities.

Communicate using a variety of methods.

Critique their learning practices.

Direct their own learning within the parameters set by the facilitator

Work in groups and learn from each other. LEARNER’S ROLE

10. EXAMPLES One day an electric bulb blew out in the class. "What happened", asked the children. The teacher took out the bulb from the bulb holder and showed it to the children. The children gathered around the teacher. The teacher passed the bulb around the children, and said, "Look at it and try to develop a hypotheses about what hap- pened ?", "What is inside the bulb", asked one of the children. "I do not know", said the teacher. "Is there air inside the bulb", "asked another child. "No, said the teacher. "Is there any other gas inside the bulb", asked another child. 'No', said the teacher. The children were puzzled, and they started looking at one another Finally one child asked, "Is it a vacuum inside the bulb". "Yes", said the teacher. "Is it complete vacuum", one child enquired. "Almost", replied the teacher. "What is the little wire made of', asked another child. "I do not know", said the teacher. "Is that little wire made of some metal", asked one child. "Yes", the teacher said.

11. C O N C L U S I O N The children are being encouraged to be the discovered of the nature of things. Children encouraged to participate actively in the class This is student centred learning methods. Teacher is a facilitor provides guidance to the students Through inquiry based learning, integrated learning, experimental learning and stewardship, the teacher can arouse the students nature curiosity of learning and making the students learn to protect the environment