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33 Cards in this Set

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THE TEACHER UNDERSTANDS
INQUIRY-BASED INSTRUCTION
4 IMPORTANT WORDS OF THE SECTION:
INQUIRY-BASED INSTRUCTION
STRUCTURED INQUIRY
GUIDED INQUIRY
STUDENT-INITIATED INQUIRY
**INQUIRY-BASED INSTRUCTION HAS COSME TO DOMINATE THE EDUCATIONAL WORLD:
THIS INVOLVES STUDENTS BEHAVING AS IF THERE WHERE SCIENTINTS IN A LABRATORY
THERE ARE DIFFERIENT TYPES OF INQUIRY-BASED EDUCATION
1) EACH ONE FOCUSES
2) EACH HAVING DIFFRIENT FOCUSES AND WITH DIFFRIENT VARYING DEGREES OF STUDENT INITIATED ACTIVITIES
INQUIRY-BASED LEARING IS
AN ACTIVE PROCESS
WHAT IS SCIENTIFIC INSTRUCTION
SCI-FI INQUIRY IS A COMPLEX ACITIVITY
*MAKES OBSERVATIONS, POSSING QUESTIONS, EXAMINE BOOK AND OTHER SOURCES OF INFO, TO SEE WHAT ALREADY KNOWN
WHAT IS SCIENTIFIC INSTRUCTION
**PLANNING INVESTIGATIONS
**REVIEWING WHAT IS ALREADY KNOWN IN THE LIGHT
OF EXPERIMETNAL EVIDENCE
**USING TOOLS GATHER, ANALYZE AND INTERPET DATA
***PROPOSE ANSWERS, EXPLAINATIONS
-PREIDICTIONS
-COMMUNICATING THE RESULTS
WHAT IS SCIENTIFIC INSTRUCTION-INQURY REQUIRES ID OF ASSUMPTIONS
-USE OF CRITICAL AND LOGICAL THINKING, CONSIDERATION OF ALTERNATE EXPLAINATION
WHAT IS SCIENTIFIC INSTRUCTION-THREE TYPES OF IBS INSTRUCTION
WILL BE IDENITIFED AND EACH HAVE A INDIVIDUAL FOCUS
INVWHAT IS SCIENTIFIC INSTRUCTION-THERE INSTUCTION FOCUSED ON
PARENTING AND EXPLAINING IDEAS
-FOCUSED ON CONSTRUCTING KNOWLEDGE
-THROUGH ACTIVE LEARNING
-FOCUSES ON DEVELOP THE ABILITY AND DISAPOINT INVESTIGATE
-
WHAT IS SCIENTIFIC INSTRUCTION-THE CRITICS
MANY PEOPLE CLAIM ALLOWING STUDENTS LEARN SCIENCE WAY SCIENTISS PRACTICE SCIENCE THE THEY DO
--STUDENTS WILL GAIN USTANDING OF SCIENCE CONTENT
-DEVELOP SCI PROCESSES SKILLS
WHAT IS SCIENTIFIC INSTRUCTION-RESPONSE FROM CRITICS
CRITICS OF THIS TYPE OF INSTRUCTION-DISLIKE FACT OF THE CAREFULLY PREPARED LESSON BEEN ABONDED
WHAT IS SCIENTIFIC INSTRUCTION-1ST OF FOUR TYPES OF INSTURCTION-CONNECTING
-THIS PHASE STUDENTS DEVELOP SKILLS CHARACTERISTICS OF CUROSITY AND U OF THE TYPES
-QUESTIONS SCI CAN AND CAN'T ANSWER
-INQUIRY INVESTIGATE MEANINGFUL TO STUDENTS, FOR WORTHWHILE QUESTIONS
-IMPORTANT CONNECT TOPIC BEING STUDIED TO STUDENTS PREVIOUS EXPERIENCE
-TEACH INTROS STUDENTS TO A PHENOMEN
-STUDENTS ASK TO LINK OBSERVATIONS TO PREVIOUS U AND INVITED TO EXPLAIN U THE PHENOMNON BEING STUDIED
-STUDENTS THEN ASKED TO USE KNOW. TO CREATE OR REFINE QUESTIONS. TO INVESTIGATE
WHAT IS SCIENTIFIC INSTRUCTION-2nd OF FOUR TYPES OF INSTURCTION-DESIGNING
-DESIGN IS A PROCESS STUDENTS CREATE A METHOD FOR COLLECTING DATA TO ANSWER THEIR QUESTIONS
-DESIGNING DEVELOPS SCIFIC SKILLS, CHARACTERISTICS, SUCH AS CONSTISTANCY, ATTENTION TO DETAIL, UNDERSTANDING NEED TO COLLECT FAIR/ADEQUATE DATA
DESIGNING PART 2
DURING PHASE TEACHERS GIVE STUDENTS TIME
-CONDUCT A TRIAL, USE OF THEIR METHODS
-PROMOTE USE OF ATTENTION OF DETAIL
-CLARITY OF DIRECTIONS
-UNDERSTANDING NEED TO COLLECT SUFFICIETN DATA
-ADEQUATE DATA TO ANSWER THE QUESTION POSED
DESIGNING PART 3-INVESTIGATION
WHAT IS SCIENTIFIC INSTRUCTION-3rd OF FOUR TYPES OF INSTURCTION-INVESTIGATING
-THIS PROCESS OF COLLECTING, ORGAINZING AND DISPLAY DATA
-DEVELOP SCIENTIFIC SKILLS/CHARACTERISTICS AS:
ATTENTION DETAIL
RECOGNIZE NEED REPRODUCE RESULTS
-DECIDE TYPES OF DATA OF GREATEST VALUE IN ANSWER
QUESTIONS POSED
-PHASE OF INQUIRY-TEACHERS ALLOW STUDENTS REVISE PROCEDURES NEEDED
-RECORDING CHANGES AS THEY MADE
DESIGNING PART 3-INVESTIGAION
-IMPORTANT TEACHERS SHOW STUDENTS IMPORTANCE OF COLLECTING RECORDING ACTUAL DATA GENERATED
WHAT IS SCIENTIFIC INSTRUCTION-3rd OF FOUR TYPES OF INSTURCTION-INVESTIGATING
-IMPORTANT TEACHERS MODEL MUTIPLE WAYS OF PRESENTING DATA
-USEFULLNESS OF EACH ON SPECIFIC QUESTIONS
WHAT IS SCIENTIFIC INSTRUCTION-3rd OF FOUR TYPES OF INSTURCTION-INVESTIGATING
-STUDENTS SHOULD SELECT FORMS OF PRESENTATION WHICH BEST CLARIFY DATA AND ANSWER QUESTIONS POSED
WHAT IS SCIENTIFIC INSTRUCTION-4th OF FOUR TYPES OF INSTURCTION-CONSTRUCTED MEANING
-THIS IS PROCESS ANALYZING DATA THATS BEEN COLLECTED,
-EXAMINED PATTERNS
-TRENDS IN DATA
-USED TO FORMULATE EXPLAINATIONS
WHAT IS SCIENTIFIC INSTRUCTION-4th OF FOUR TYPES OF INSTURCTION-CONSTRUCTED MEANING
CONSTURCT MEANING INVOLVES
-EXAMINING THE QUALITY OF DATA
-PRODUCED DATA AND EVAUATE EFFECTIVENESS IN THE MANY QUESTIONS THAT ARE POSED
WHAT IS SCIENTIFIC INSTRUCTION-4th OF FOUR TYPES OF INSTURCTION-CONSTRUCTED MEANING
-IT DEVELOPS SCIENTIFIC SKILLS
-CHARACTERISTICS SUCH AS
*CRITICAL THINKING,
*REFLECTIVE THINKING,
*COMMUNICATION
*RESPECT FOR EVIDENANCE
*FLEXIBILITY IN THINKING
EXPLAINING INVITED TO EXPLAIN
GENERAL AND SPECIFIC DATA,
GUIDED BACK THEIR BACKGROUND INFORMATION,
COMPARE PATTERNS WITH ORGINAL THINKING
EXPLAING INVITED TO EXPLAIN
IN PROMOTING CONSTUCTION FOR TEACHER MEANING IS IS IMPORTANT FOR TEACHER
-INTRODCE STUDENTS TO THE COMMEN PLACE
-WHERE ERRORS OCCUR IN DATA COLLECTION
STUDENTS SHOULD BE ASKED TO EXPLAIN PROBLEMS:
-MAY HAVE OCCURED DURING DATA COLLECTION AND POSSIBLE SOLUTIONS TO THESE PROBLEMS
THROUGH INQUIRY IS HIGHLY EFFECTIVE MANY STUDENTS, SINGLE TEACHING METHOD APPPROPRIATE IN ALL SITUATIONS
FOR ALL STUDENTS
IN PRACTICE:
INQUIRY BASED TEACHING OCCURS ON CONTINUUM
-DEPENDING ON TEACHING GOAL
-TEACHERS MOVE ALONG ON A CONTINUUM, CHOOSING STRATGIES
AND ACTIVIES THAT ARE MOST APPROPRIATE FOR THE SITUATION
STRUCTURED INQUIRY DEFINED:
There are many definitions of inquiry-based teaching and what it involves. Students often need help initially to engage in authentic inquiry experiences. There are a number of different forms of Inquiry.

Structured inquiry: The teacher gives the students a problem to solve, and tells them what methods to use to do this. She does not tell them the desired outcome of the exercise.
Guided inquiry: The teacher provides the students only with the materials and the problem they have to solve. Students have to develop their own methods to solve the problem.
Open inquiry: Students formulate their own problems to investigate, and then determine the method to solve it.
Teaching using inquiry can be seen as a continuum. Students need time to develop the skills to use scientific inquiry. Learning using inquiry should be scaffolded, with students being helped a lot at first, but as they become better and more confident at using inquiry this help can be removed.

It is becoming common to use inquiry-based teaching to do project based work. Students work a few hours per week for a number of weeks on a specific project. But inquiry-based teaching can also be done in a single lesson or part of a lesson.

Examples of forms of inquiry for teaching about electrical circuits

Structured inquiry: Students are given step-by-step instructions as to how electrical circuits are built. Questions prompt students to remove bulbs and record what they see.
Guided inquiry: Students are given bulbs, wire, and batteries. They are told to light the bulbs in as many ways as possible. They are asked what happens when individual bulbs are removed from these circuits.
Open inquiry: Students are given bulbs, wire, and batteries and instructed to investigate how bulbs light in electrical circuits.
GUIDED INQUIRY DEFINED
Introduction to GUIDED INQUIRY and the GUIDED INQUIRY Project
What is process oriented guided inquiry learning (POGIL)?
POGIL is a classroom and laboratory technique that seeks to simultaneously teach content and key process skills such as the ability to think analytically and work effectively as part of a collaborative team.

A POGIL classroom or lab consists of any number of students working in small groups on specially designed guided inquiry materials. These materials supply students with data or information followed by leading questions designed to guide them toward formulation of their own valid conclusions - essentially a recapitulation of the scientific method. The instructor serves as facilitator, observing and periodically addressing individual and classroom-wide needs.

GUIDED INQUIRY is based on research indicating that a) teaching by telling does not work for most students, b) students who are part of an interactive community are more likely to be successful, and c) knowledge is personal; students enjoy themselves more and develop greater ownership over the material when they are given an opportunity to construct their own understanding.

We have found that a discovery-based team environment energizes students and provides instructors with instant and constant feedback about what their students understand and misunderstand. Students quickly pick up the message that logical thinking and teamwork are prized above simply getting "the correct answer." This emphasizes that learning is not a solitary task of memorizing information, but an interactive process of refining one's understanding and developing one's skills.

What is the POGIL Project?
The POGIL Project is a newly-funded NSF project that focuses on the national dissemination of POGIL methods and materials. There are numerous ways for interested faculty to take advantage of the project: * Attend a 1-3 day regional or national workshop.
* Use tested and commercially available POGIL materials in your classroom, laboratory or recitation session. (General, Organic, and Physical Chemistry materials are currently available.)
* Apply for an on-site consultation in which GUIDED INQUIRY experts will help you adapt the POGIL approach to your unique institutional setting.
* Receive support to visit a site currently implementing a POGIL approach.
* Consult with a POGIL expert by phone, web or email.
More experienced practitioners may also: * Contribute to development of new materials
* Serve as a regional POGIL consultant to provide support to new adopters
STUDENT-INITIATED INQUIRY
Students generate questions about a teacher-selected topic and design their own investigations.
TEACH U THAT INQUIRY-BASED INSTRUCTION IS PERHAPS A MORE APPROPRIATE INSTURCTION MODEL THEN
TRADITIONAL METHODS
ALL BASED ON THE WAY CHILDREN
LEARN
THE TEACHER RELIZEDS THAT THERE ARE DIFFRIENT TYPES OF
INQUIREY BASED INSTURCTION
-IS ABLE TO UNDERSTAND WHEN TO USE EACH OF THE DIFFRIENT TUPES