INQUIRYMETHOD

INQUIRYMETHOD

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  By: JONATHAN O.BARDE II-PHYSCI
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  Inquiry education (sometimesknown as the inquiry method) is a student-centered method of education focused on asking questions..
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  Students are encouragedto 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.
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  The method was advocated by Neil Postman and Charles Weingartner in their book Teaching as a Subversive Activity.
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  The inquiry methodis motivated by Postman and Weingartner's recognition that good learners and sound reasoners center their attention and activity on the dynamic process of inquiry itself, not merely on the end product of static knowledge.
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  They write thatcertain characteristics are common to all good learners (Postman and Weingartner, ), saying that all good learners have:  Self-confidence in their learning ability  Pleasure in problem solving  A keen sense of relevance  Reliance on their own judgment over other people's or society's No fear of being wrong No haste in answering  Flexibility in point of view
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   Respect forfacts, and the ability to distinguish between fact and opinion  No need for final answers to all questions, and comfort in not knowing an answer to difficult questions rather than settling for a simplistic answer
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  In an attemptto instill students with these qualities and behaviors, a teacher adhering to the inquiry method in pedagogy must behave very differently from a traditional teacher.
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  . Postman and Weingartner suggest that inquiry teachers have the following characteristics :
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  • They avoidtelling students what they "ought to know". • They talk to students mostly by questioning, and especially by asking divergent questions. • They do not accept short, simple answers to questions. • They encourage students to interact directly with one another, and avoid judging what is said in student interactions. • They do not summarize students' discussion.
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   They donot plan the exact direction of their lessons in advance, and allow it to develop in response to students' interests.  Their lessons pose problems to students. • They gauge their success by change in students' inquiry behaviors (with the above characteristics of "good learners" as a goal).
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  1. Define thetopic or introduce the topic. 2. Guide students to plan where and how to gather data, information. they may research on the topic/question by viewing, reading constructing, experimenting and observation. 3. Students present findings through graphs, charts, powerpoint presentation, models and drawing.
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  For example, whendiscussing the internal structure of the earth, a teacher will often give the students information about just the names and sizes of these earth layers, or the "what we know." But what really is important and intriguing for the student is the "how do we know?" about these structures. No one has been down there, and physical probes have only scratched the surface.
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  To enhance inquirylearning, the teacher should explain that indirect scientific evidence, mainly the transmission and reflection of different kinds of earthquake waves, provides much of our understanding about the internal structure of the earth. This approach provides the student with the opportunity not only to learn the names and sizes of the structures but, more importantly, to ponder and question the nature of indirect scientific evidence as well.
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  Thus, an inquiryapproach can help students connect science with the scientific method. Students learn to apply the method to various fields of study while coming to understand their content.
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  Its emphasis ison the process of gathering and processing more information. The inquiry approach which predominantly allows some degree of freedom develops initiative and divergent thinking. A deep sense of responsibility is developed when learners are left to manage their own leaning.
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  Educators strongly believethat facts and concepts that learners discover themselves become stored as part of their permanent learning. Experiencing success in inquiry-based/ discovery lessons build up the learners feeling of confidence. Participation in inquiry activities strengthens learners intellectual capabilities.
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  Prepared by: JONATHANO. BARDE II-PHYSCI PREPARED TO: MR. CARLO M. CORNEJO Instructor
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  PRINCIPLES OF TEACHING1 By: Brenda B. Corpuz, Ph.D. Gloria G. Salandanan, Ph.D. WIKEPEDIA www.inquirymethod/wikepedia.yahoo. com.ph.