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Different_levels_or_types_of_inquiry.pptx

The document outlines different levels of inquiry-based learning (IBL), including Confirmation Inquiry, Structured Inquiry, Guided Inquiry, and Free Inquiry, each varying in teacher involvement and student independence. It also describes the four phases of inquiry: Orientation, Conceptualization, Investigation, and Conclusion, emphasizing the importance of student engagement and discussion throughout the learning process. The goal is to foster curiosity and ownership of learning among students while developing their inquiry skills.

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7 views

Different_levels_or_types_of_inquiry.pptx

The document outlines different levels of inquiry-based learning (IBL), including Confirmation Inquiry, Structured Inquiry, Guided Inquiry, and Free Inquiry, each varying in teacher involvement and student independence. It also describes the four phases of inquiry: Orientation, Conceptualization, Investigation, and Conclusion, emphasizing the importance of student engagement and discussion throughout the learning process. The goal is to foster curiosity and ownership of learning among students while developing their inquiry skills.

Uploaded by

nathanielzen6
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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DIFFERENT LEVELS OR

TYPES OF INQUIRY
MR. ROEL M. RIÑO
YOU DO NOT HAVE TO WORRY ABOUT NOT
BEING ABLE TO INQUIRY-BASED LEARNING
(IBL) RIGHT AWAY. THERE ARE DIFFERENT
LEVELS OR TYPES OF INQUIRY DE[ENDING
ON THE EXPERIENCE OF THE TEACHER AND
THE EXPERIENCE OF THE STUDENTS.
CONFIRMATION INQUIRY
• THIS LEVEL IS MORE “TEACHER-CENTERED” OR “CLOSED”. IN THIS
TYPE OF INQUIRY, THE TEACHER LEADS THE CLASS BY TEACHING
THE CONCEPTS AND CREATING THE QUESTIONS. THE TEACHER
THEN MODELS THE PROCESS FOR THE STUDENTS. BASICALLY, THE
STUDENTS ARE STILL LEARNING HOW TO DO INQUIRY. POSSIBLY,
THE LABEL OF THIS LEVEL IS FROM HAVING THE STUDENTS
CONFIRM A PREVIOUS EXPERIMENT FOUND IN A REFERENCE. THIS
IS USUALLY DONE IF THE STUDENTS ARE NOT YET READY TO
INVESTIGATE THINGS BY THEMSELVES, OR ARE STILL LEARNING
HOW TO DO INQUIRY, AND/OR IF THE TEACHER IS NEW TO IBL.
STRUCTURED INQUIRY
• IN THIS TYPE OF INQUIRY, THE TEACHER CREATES THE
INITIAL SET OF QUESTIONS. THE TEACHER ALSO SHARES
THE PROCEDURES WITH THE STUDENTS. THE STUDENTS
FOLLOW THE TEACHER`S LEAD. THE WHOLE CLASS
ENGAGES IN ONE INQUIRY TOGETHER. BUT HERE, THE
STUDENTS GO THROUGH THE REST OF THE INQUIRY
PROCESS BY COLLECTING AND ANALYZING THE DATA BY
THEMSELVES AND DRAWING THEIR OWN CONCLUSIONS.
GUIDED INQUIRY
• HERE, THE TEACHER STILL CHOOSES THE TOPICS OR
CREATES THE INITIAL RESEARCH QUESTIONS, BUT DOES
NOT TELL THE STUDENTS HOW THEY WILL SOLVE THE
PROBLEM. THE STUDENTS THEMSELVES DESIGN THE
RESEARCH PROCESS, OR HOW THEY WILL FORM AN
EXPERIMENT, THE PRODUCT, OR SOLUTION. IT IS
THEREFORE, IMPORTANT AT THIS STAGE THAT THE
STUDENTS ALREADY DEVELOPED, TO A CERTAIN DEGREE,
THE DIFFERENT SCIENCE PROCESS SKILLS FROM BASIC
TO INTEGRATED.
FREE INQUIRY
• THIS ALSO KNOWN AS “OPEN,” “INDEPENDENT,” OR “TRUE” INQUIRY. IN
THIS LEVEL OR TYPE OF INQUIRY, THE STUDENTS CHOOSE THEIR OWN
TOPICS, FORMULATE OR ASK THEIR OWN QUESTIONS, AND FIND THE
ANSWERS THEMSELVES. THEY DESIGN THEIR OWN EXPERIMENTS AND
DECIDE HOW THEY WILL DO THEIR INVESTIGATION OR RESEARCH. THEY
COLLECT THEIR OWN DATA AND SHARE THEIR FINDINGS. THE STUDENTS
RELY ON EACH OTHER AND USE VARIOUS RESOURCES. THE TEACHER
FACILITATES THE WHOLE ACTIVITY. IN SCIENCE, STUDENTS CAN SUBMIT
A SCIENCE FAIR PROJECT, OR CONDUCT EXPERIMENTS LIKE WHAT
SCIENCE-ORIENTED SHOWS DO ON TELEVISION. ENGAGING IN OPEN
INQUIRY LETS STUDENTS OWN THEIR LEARNING AND KEEPS THEM
CURIOUS. STUDENTS EVENTUALLY LEARN HOW TO ASK GREAT
QUESTIONS, FIND THE ANSWERS, AND SHARE THEIR RESULTS.
FOUR PHASES OF INQUIRY
1. ORIENTATION – THIS IS A FORM OF DISCUSSION WHERE THE KEY IDEA IS
PRESENTED. THIS IS SOMETIMES KNOWN AS “PROVOCATION”. THIS IS WHEN
THE TEACHER PROVIDES PICTURES OR REAL-LIFE OBJECTS IN THE SCIENCE
TABLE OR SCIENCE AREA OF CLASSROOM
2. CONCEPTUALIZATION – IN THIS PHASE, THE STUDENTS GENERATE QUESTIONS
AND DEFINE A HYPOTHESIS. THE TEACHER CAN ASK THE ASK THESE
QUESTIONS: “WHAT DO YOU SEE?,” “WHAT DO YOU NOTICE?,” AND “WHAT DO
YOU WONDER?” STUDENTS THEN ASK MANY QUESTIONS. THE TEACHER SORTS
AND POST THE QUESTIONS IN A BULLETIN BOARD (WONDER WALL). THE
QUESTIONS ARE SORTED, GROUPED, AND NARROWED TO TESTABLE
QUESTIONS. THIS IS GUIDED BY THE STUDENTS INTEREST WHILE STILL
KEEPING IN MIND THE DEPED CURRICULUM GUIDE. TEACHERS CAN PROVOKE
INVESTIGATIONS WITH BIG ESSENTIAL QUESTIONS, GAMES OR GAME
QUESTIONS, A MYSTERY TO FIGURE OUT, A PROBLEM TO SOLVE, SIMULATION,
ROLE-PLAYING, OR OTHER METHODS.
3. INVESTIGATION – STUDENTS RESEARCH, EXPLORE, DISCOVER, DO
EXPERIMENTS, AND INTERPRET DATA IN A FLEXIBLE, DYNAMIC, AND
CYCLICAL MANNER.
4. CONCLUSION – STUDENTS MAKE A CONCLUSION BASED ON THEIR
FINDINGS. MAKE SURE THAT YOU ALLOW YOUR STUDENTS TO IMMEDIATELY
SHARE WHAT THEY HAVE DISCOVERED AND LEARNED. ALSO, TAKE NOTE OF
THE STUDENTS DISCUSSIONS WHILE THEY ARE BUILDING THEIR
KNOWLEDGE. CONVERSATIONS, DISCUSSIONS, AND REFLECTIONS OF
STUDENTS BUILD PART OF THE TEACHERS ASSESSMENT IN IBL. IT IS GOOD TO
HAVE A KNOWLEDGE CIRCLE, SO THE STUDENTS REALIZE THAT THE
LEARNING COMES FROM THE WHOLE COMMUNITY OF LEARNERS, NOT JUST
FROM THE TEACHER. SENTENCE STARTERS CAN BE GIVEN TO STUDENTS TO
ALLOW FOR BETTER BUILD UP OF IDEAS, ASIDE FROM JUST ADDING A NEW
IDEA ALL THE TIME.

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