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Guided Inquiry

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on 10 November 2014

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Transcript of Guided Inquiry

In a 3-hour study in Thailand, it was found that students working in small groups, benefited from guided-inquiry and were able to use their prior knowledge to help with their decision-making. Throughout the students’ unknown experiments, the students were able to draw scientific conclusions on their lab exercise. From the pre-test to post-test there was a 39% gain and students responds to the experiment was positive. The mean from the pre-test to post-test was much lower (p<0.0001) (Noiwong & Phinyocheep, 2012).

A guided-inquiry pH laboratory exercise for introductory biological science laboratories.
This study was done on advanced high school and college biology students in which teachers used 114 students in a lab based class. The teachers wanted their students to be able to learn about pH while conducting their own experiments. They used guided inquiry to help students design their own experiments, analyze data, and to help them understand the purpose of experimentation in science. The teachers gave the students a pretest, midterm, and final. Each week in the two week process, the students completed online surveys to reflect on how this approach was helping them obtain and understand the information. The classes would gain information during lecture and a small introduction of the topic in the lab. When they worked through the lab, they would receive help from the teacher through the process, but only when the information was in the Zone of Proximal Development, which was one of the theories these teachers used to support their hypotheses (Snodgrass, Lux, & Metz 2011).
- Teachers must be knowledgeable in their content areas, as well as taking courses through inquiry in order for teachers to fully understand the inquiry process.
- True inquiry is implemented by the teacher. In order to do so, Banjeree (2010) states that teachers must have the knowledge and experience dealing with inquiry to properly implement it in the classroom.
- Guided inquiry is most effective when appropriate scaffolding and fading is provided.
- Teachers should implement guided inquiry when students are skilled to make some decisions on their own.
Creating Classrooms We Need: 8 Ways Into Inquiry Learning
1. Be flexible.
2. Foster inquiry by scaffolding curiosity.
3. Design architecture for participants.
4. Teachers teach kids, not subjects.
5. Provide opportunities for experiential learning.
6. Embrace learning.
7. Don't be boring.
8. Foster joy.
(Barseghian 2013)
Labs
Have students complete labs with minimal teacher support. This gives them time to come up with their own explanations and questions (Banjaree 2010).
One way to use guided inquiry in the science classroom is to have students ‘ask questions’ about the natural world and ‘draw conclusions’ from the answers. (Noiwong & Phinyocheep, 2012)
How to successfully implement Guided Inquiry
Creating Student Scientists with Guided Inquiry
Description
- Guided inquiry is a strategy that promotes learning through student investigation in which data-gathering methods and results interpretation is gradually turned over to students.
- It is a way to model science and encourage students to gain content knowledge. (Banerjee 2010).
- It emphasizes the idea of student scientists.
- The process of guided inquiry begins with posing a question or a problem that the students investigate the solution to.
-It requires teachers to support students in using higher-level thinking and science process skills.


Research
Studies
References
Banerjee, A. (2010). Teaching Science Using Guided Inquiry as the Central Theme: A Professional
Development Model for High School Science Teachers. Science Educator, 19(2), 1-9.

Barseghian, T. (March 11, 2013). Creating Classrooms we Need: 8 ways into Inquiry Learning. Retrieved from http://blogs.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/.

Blanchard, M. R., Southerland, S. A., Osborne, J. W., Sampson, V. D., Annetta, L. A., & Granger, E. M. (2010). Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science Education, 94(4), 577-616.

Noiwong, W., & Phinyocheep, P. (2012). Promoting secondary students' understanding of scientific concepts through a guided-inquiry laboratory: polymers and their properties. International Journal Of Learning, 18(10), 327-343.

Snodgrass, M. A., Lux, N., & Metz, A. M. (2011). A Guided-Inquiry pH Laboratory Exercise for Introductory Biological Science Laboratories. Journal Of College Science Teaching, 40(3), 80-89.
Additional Questions
How effective is guided-inquiry?

How does guided inquiry differ from structured inquiry?
Promoting secondary students' understanding of scientific concepts through a guided-inquiry laboratory: polymers and their properties
Results
Pretest- 40% of students were able to calculate the [H+] and [OH-] of a pH 2 solution

Midterm- There was a 14% increase among students

Final: 90% of students were able to calculate the results correctly
Classroom Examples
Allow students to create their own methods for making observations and collecting data. For example, they could create their own dichotomous key or organize any data collecting in a chart or graphic they design.
A Professional
Development Model for High School Science Teachers
Teachers who went through professional development on guided inquiry for three years used guided inquiry in their science labs. Student pre and post-test scores increased by 20% after guided inquiry was implemented. An attitude survey was also done during this study which showed that 83% of the students tested liked guided inquiry. Also, 54% said that it helped their self-confidence in science (Banjaree 2010).
Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction.
This study compared the efficacy of guided inquiry to traditional laboratory instruction. They measured students on the knowledge of content, procedure, and the nature of science. They studied 1,700 students over 12 middle school and 12 high school classrooms.Both groups received a week long, laboratory-based forensics unit. The source of the question was given by the teacher but the data collection methods and interpretation was up to the students. It was determined that guided inquiry students scored higher than verification students (Blanchard, Southerland, Osborne, Sampson, Annetta, Granger (2010).

Research
Studies
Picture above from: http://www.miseagrant.umich.edu/lessons/files/2013/05/Guided-Inquiry-Diagram_2012.jpg
Results
In summary students who received guided inquiry instruction from highly qualified guided inquiry instructors scored higher on standardized tests than those who received traditional instruction.
Ask Questions and Draw Conclusions
"The art and science of asking questions is the source of all knowledge."
Thomas Berger
Research
Provide students with opportunities to research the answers to their questions with research assignments.
Example: Have students ask a question about different aspects plate tectonics, research the answer, and create a way to present their conclusions.
Make
Observations and Collect Data
Student's dichotomous key
Student's flow chart
Quote retrieved from http://www.brainyquote.com/quotes/keywords asking_questions.html#pToJSxCQ7TBwyWKr.99
In this experiment, students ability to learn about pH was performed on advanced high school and college students. How could we implement this for students with IEP’s, SST’s., IST’s, or students who are doing poorly in the science classroom?
Why do you think the students favored guided inquiry so much in their attitude survey?

In this study, some middle school classes did better with traditional methods. That only happened in the middle school setting, not high school. Why might have that occurred?
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