WHY INQUIRY TEACHING Science teaching has suffered because

WHY INQUIRY TEACHING? “Science teaching has suffered because science has been so frequently presented just as so much ready-made knowledge, so much subject matter of fact and law, rather than as the effective method of inquiry into any subject matter. ” John Dewey, Science, 1910.

The Expository Approach In In favor: fast, efficient, and easy opposition: teacher seen as an authority figure treats subject matter and methods separately traditional practice rarely allows students to understand the process of scientific inquiry expository approaches preclude the use of the skills of inquiry by students “problem solving” is too simplistic a view of science “problem solving” is really puzzle solving traditional “problem solving” leads students to believe that science is “finding the right equation”

Inquiry-oriented methods get students to do science by following steps inherent in the process observing defining a problem hypothesizing identifying and controlling variables collecting and interpreting data drawing a conclusion strengthen higher-level thinking skills inquiry students outperform expository students in tests of higher-level thinking (Lott, 1983) inquiry students, though covering less subject matter, perform equally well when low-level cognitive processes are assessed (Lott, 1983)

Expository versus Inquiry Expository practices: emphasize knowledge of facts, laws, and theories. utilize labs as verification exercises. emphasize application of knowledge. Inquiry practices: emphasize the understanding of the structure and processes of science. integrates labs into course discussion. emphasizes higher cognitive skills. Which would you perceive as being more effective in preparing scientifically literate students?

Salient Behaviors of Inquiry -- The teacher: encourages thinking, questioning, and discussing. engenders debate and discussion provides a variety of levels and paths of investigation. works as a fellow investigator. promotes an active interest in student and promotes an active quest for new information and ideas. avoids appeals to authority. maintains an atmosphere conducive to inquiry. places emphasis on “How do I known the material of this course? ” rather than “What must I know in this course? ”

Salient Behaviors of Inquiry -- The students: make observations and collect and interpret data. formulate hypotheses and create and conduct experiments to test. work out relationships of cause and effect. relate independent and dependent variables. use reasoning ability. draw conclusions on the basis of data. defend conclusions on the basis of data.

Some Teacher-Perceived Performance Problems time and energy too slow risk too high student immaturity teaching habits discomfort too expensive Cortenson and Lawson (1986) Is it can’t, won’t, or don’t?

Generalizations from Research on Teaching and Learning Lillian Mc. Dermott, University of Washington APS Research in Physics Education “Teaching by telling is an ineffective mode of instruction for most students. ” “Facility in solving standard quantitative problems is not an adequate criterion for functional understanding. ” http: //www. aps. org/educ/edou 15. html