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=Inquiry and Pedagogy=
=Inquiry and Pedagogy=
You might like to watch this video on use of [[Teaching Approaches/Collaboration|collaborative]] enquiry in classroom tasks [http://www.teachersmedia.co.uk/videos/collaborative-enquiry www.teachersmedia.co.uk/videos/collaborative-enquiry] including a brief overview of the research.


You might want to watch this video on use of [[Teaching Approaches/Collaboration|collaborative]] enquiry in classroom tasks [http://www.teachersmedia.co.uk/videos/collaborative-enquiry www.teachersmedia.co.uk/videos/collaborative-enquiry] including a brief overview of the research.
=Overview=
 
{{adaptedfrom|Edutech wiki http://edutechwiki.unige.ch/en/Inquiry-based_learning CC licensed|WholePage|}}
==Overview==
Inquiry-based learning is often described as a cycle or a spiral, in which there are stages of: question formulation; investigation; creation of a solution or an appropriate response; discussion; and reflexion in connexion with results (Bishop et al., 2004).
{{adaptedfrom|Edutech wiki http://edutechwiki.unige.ch/en/Inquiry-based_learning CC licensed|WholePage|"''Inquiry learning is not about memorizing facts - it is about formulation questions and finding appropriate resolutions to questions and issues. Inquiry can be a complex undertaking and it therefore requires dedicated instructional design and support to facilitate that students experience the excitement of solving a task or problem on their own. Carefully designed inquiry learning environments can assist students in the process of transforming information and data into useful knowledge''" <sup>([http://kaleidoscope.gw.utwente.nl/SIG%2DIL/ Computer Supported Inquiry Learning], retrieved 18:31, 28 June 2007 (MEST).</sup>
IBL is a student-centered and student-lead process. The purpose is to engage the student in active learning, ideally based on their own questions. Learning activities are cyclic with each question leading to the creation of new ideas and other questions.
 
Inquiry-based learning is often described as a cycle or a spiral, which implies formulation of a question, investigation, creation of a solution or an appropriate response, discussion and reflexion in connexion with results (Bishop et al., 2004).
IBL is a student-centered and student-lead process. The purpose is to engage the student in [[Category:Active learning|active learning]], ideally based on their own questions. Learning activities are organized in a cyclic way, independently of the subject. Each question leads to the creation of new ideas and other questions.
 
This learning process by exploration of the natural or the constructed/social world leads the learner to questions and discoveries in the seeking of new understandings. With this pedagogic strategy, children learn science by doing it (Aubé & David,2003). The main goal is conceptual change.  


IBL is socio-constructivist (based broadly on Vygotskian ideas), emphasising the importance of [[Category:Collaboration|collaboration]] within which the student finds resources, uses tools and resources produced by inquiry partners. Thus, the student make progress by work-sharing, [[Category:Group talk|talking]] and building on everyone's work.
IBL is socio-constructivist (based broadly on Vygotskian ideas), emphasising the importance of [[Teaching Approaches/Collaboration|collaboration]] within which the student finds resources, uses tools and resources produced by inquiry partners. Thus, the student make progress by work-sharing, [[Teaching Approaches/Group Talk|talking]] and building on everyone's work.


==Models==  
==Models==  
There are many models described in the literature. We shall present as an example the ''cyclic inquiry model'' presented on the [http://inquiry.uiuc.edu/ inquiry page] sponsored by [http://www.isrl.uiuc.edu/~chip/ "Chip" Bruce] et. al of the University of Illinois at Urbana-Champaign (UIUC).
There are many models of inquiry-learning described in the literature. We shall present as an example the ''cyclic inquiry model'' presented on the [http://inquiry.uiuc.edu/ inquiry page] sponsored by [http://www.isrl.uiuc.edu/~chip/ "Chip" Bruce] et. al of the University of Illinois at Urbana-Champaign (UIUC).


=== Cyclic Inquiry model===
=== Cyclic Inquiry model===
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<small>from: [[http://inquiry.uiuc.edu The Inquiry Page]]</small>
<small>from: [[http://inquiry.uiuc.edu The Inquiry Page]]</small>


During the preparation of the activity, teachers have to think about how many cycles to do, how to end the activity (at the <i>Ask</i> step): when/how to rephrase questions or answer them and express followup questions.
During the preparation of the activity, teachers have to think about how many cycles to conduct, how to end the activity (at the <i>Ask</i> step): when/how to rephrase questions or answer them and express followup questions.


====Ask====
====Ask====
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This step focuses on a problem or a question that students begin to define. These questions are redefined again and again during the cycle. Step's borders are blurred: a step is never completely left when the student begins the next one.
This step focuses on a problem or a question that students begin to define. These questions are redefined again and again during the cycle. Step's borders are blurred: a step is never completely left when the student begins the next one.


<strong>Rainbow Scenario :</strong> The teacher gives some mirrors to the children, so they can play with the sunlight which are passing trough the classroom's windows. With these manipulations, students can then formulate some questions about light and colors.
<strong>Rainbow Scenario :</strong> The teacher gives some mirrors to the children, so they can play with the sunlight which is passing trough the classroom's windows. With these manipulations, students can then formulate some questions about light and colors.


====Investigate====
====Investigate====
<i>Ask</i> naturally leads to <i>Investigate</i> which should exploit initial curiosity and lead to seek and create information. Students or groups of students collect information, study, collect and exploit resources, experiment, look, interview, draw,... They already can redefine "the question", make it clearer or take another direction. <i>Investigate</i> is a self-motivating process totally owned by the active student.
<i>Ask</i> naturally leads to <i>Investigate</i> which should exploit initial curiosity and lead to seek and create information. Students or groups of students collect information, study, collect and exploit resources, experiment, look, interview, draw,... They already can redefine "the question", make it clearer or take another direction. <i>Investigate</i> is a self-motivating process totally owned by the active student.


<strong>Rainbow Scenario :</strong> Once questions have been asked, the teacher gives to the children some prisms which allow to bend the light and a Round Light Source (RLS), a big cylindrical lamp with four colored windows through a light ray can pass. Then the children can mix the colors and see the result of their mixed ray light on a screen. They begin to collect information...
<strong>Rainbow Scenario :</strong> Once questions have been asked, the teacher gives to the children some prisms which allow them to bend the light and a Round Light Source (RLS), a big cylindrical lamp with four colored windows through which a light ray can pass. Then the children can mix the colors and see the result of their mixed ray light on a screen. They begin to collect information...


====Create====
====Create====
Collected information begins to merge. Student start making links. Here, ability to synthesize meaning is the spark which creates new knowledge. Student may generate new thoughts, ideas and theories that are not directly inspired by their own experience. They write them down in some kind of report.
Collected information begins to merge. Students start making links. Here, ability to synthesize meaning is the spark which creates new knowledge. Student may generate new thoughts, ideas and theories that are not directly inspired by their own experience. They write them down in some kind of report.


<strong>Rainbow Scenario :</strong> Some links are created from collected information and children understand that rainbows have to be created by this kind of phenomenon.
<strong>Rainbow Scenario :</strong> Some links are created from collected information and children understand that rainbows have to be created by this kind of phenomenon.
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<strong>Rainbow Scenario :</strong> the teacher sets students free to repeat their experiments or to try different things. Some students try to replicate what their friends have done, others do the same things with or without variants. A new cycle begins.
<strong>Rainbow Scenario :</strong> the teacher sets students free to repeat their experiments or to try different things. Some students try to replicate what their friends have done, others do the same things with or without variants. A new cycle begins.


The advantage of this model is that it can be applied with lots of student types and lots of matters. Moreover, the teacher can design the scenario by focusing on a part of the cycle or another. He can use one, few or more cycle.  
The advantage of this model is that it can be applied with lots of student types and lots of matters. Moreover, the teacher can design the scenario by focusing on a part of the cycle or another. They can use one or more cycles.  
Most often, a single cycle (formal or not) is not enough and because of that, this model is often drawn in a spiral shape.
Most often, a single cycle (formal or not) is not enough and because of that, this model is often drawn in a spiral shape.


=== Other models ===
==== Examples cases ====
The model we presented above represents probably the dominant view of inquiry learning. It combines more radical open-ended socio-constructivist principles with a model of guidance. As opposed to Learning by design, most inquiry-based models advocate opportunistic (i.e. adaptive) planning by the teacher.  Other models include
* knowledge-building community model (a much more open ended version, geared toward "design mode")
* Scaffolded knowledge integration
* Learning by design
* Computer simulation (The "Dutch school")
 
== Examples cases ==
*  Cyber 4OS [http://tecfaetu.unige.ch/wiki/index.php/Cyber4OSCalvin08 Wiki de l'IBL en cours] Lombard, F. (2007). Empowering next generation learners : Wiki supported Inquiry Based Learning ? ([http://www.earli.org/resources/lombard-earli-pbr-inquiry-based-learning_and_wiki-11XI07.pdf Paper]) presented at the European practise based and practitioner conference on learning and instruction Maastricht 14-16 November 2007.
*  Cyber 4OS [http://tecfaetu.unige.ch/wiki/index.php/Cyber4OSCalvin08 Wiki de l'IBL en cours] Lombard, F. (2007). Empowering next generation learners : Wiki supported Inquiry Based Learning ? ([http://www.earli.org/resources/lombard-earli-pbr-inquiry-based-learning_and_wiki-11XI07.pdf Paper]) presented at the European practise based and practitioner conference on learning and instruction Maastricht 14-16 November 2007.
* P. S. Blackawton et al. [[http://rsbl.royalsocietypublishing.org/content/early/2010/12/18/rsbl.2010.1056 Blackawton bees], December 22, 2010, doi: 10.1098/rsbl.2010.1056.
* P. S. Blackawton et al. [[http://rsbl.royalsocietypublishing.org/content/early/2010/12/18/rsbl.2010.1056 Blackawton bees], December 22, 2010, doi: 10.1098/rsbl.2010.1056.
** See also: [http://www.wired.com/wiredscience/2010/12/kids-study-bees/ 8-Year-Olds Publish Scientific Bee Study].
** See also: [http://www.wired.com/wiredscience/2010/12/kids-study-bees/ 8-Year-Olds Publish Scientific Bee Study].


== Links ==
==== Links ====
* [http://inquiry.uiuc.edu/ inquiry page]
* [http://inquiry.uiuc.edu/ inquiry page]
* [http://kaleidoscope.gw.utwente.nl/SIG%2DIL/ Computer Supported Inquiry Learning] Kaleidoscope and EARLI Special Interest Group (SIG)
* [http://kaleidoscope.gw.utwente.nl/SIG%2DIL/ Computer Supported Inquiry Learning] Kaleidoscope and EARLI Special Interest Group (SIG)


== Bibliography ==
===What Is Enquiry? - Habits of Mind and Metacognition===
* Ackermann, E.K. (2004). Constructing Knowledge and Transforming The World. In Tokoro, M. & Steels, L. (2004). A Learning Zone Of One's Own. pp17-35. IOS Press
{{adaptedfrom|Enquiry Skills in a Virtual World|WhatIsEnquiry|Another model of enquiry based learning combines the sixteen habits of mind (Costa and Kallick, 2000) and [[Teaching for Metacognition|metacognitive]] skills and knowledge.  Habits of Mind (Costa and Kallick, 2000) are persisting, thinking and communicating with clarity and precision, managing impulsivity, gathering data through all senses, listening with understanding and empathy, creating, imagining, innovating ,thinking flexibly, responding with wonderment and awe, thinking about thinking ([[Teaching for Metacognition|metacognition]]), taking responsible risks, striving for accuracy, finding humour, questioning and posing problems, thinking interdependently, applying past knowledge to new situations, remaining open to continuous learning.
* Aubé, M. & David, R. (2003). Le programme d’adoption du monde de Darwin : une exploitation concrète des TIC selon une approche socio-constructiviste. In Taurisson, A. & Senteni, A.(2003). Pédagogie.net : L’essor des communautés d’apprentissage. pp 49-72.
* Barab, S.A., Hay, K.E., Barnett, M., & Keating, T. (2000). Virtual Solar System Project: Building understanding through model building. Journal of Research in Science Teaching, 37, 719–756. [http://onlinelibrary.wiley.com/doi/10.1002/1098-2736(200009)37:7%3C719::AID-TEA6%3E3.0.CO;2-V/abstract Abstract]
* Bishop, A.P.,Bertram, B.C.,Lunsford, K.J. & al. (2004). Supporting Community Inquiry with Digital Resources. Journal Of Digital Information, 5 (3).
* Chakroun, M. (2003). Conception et mise en place d'un module pédagogique pour portails communautaires Postnuke. Insat, Tunis. Mémoire de licence non publié.
* De Jong, T. & Van Joolingen, W.R. (1997). Scientific Discovery Learning with Computer Simulations of Conceptual Domains. University of Twente, The Netherland
* de Jong, Ton (2006) Computer Simulations: Technological Advances in Inquiry Learning, Science 28 April 2006 312: 532-533 [http://dx.doi.org/10.1126/science.1127750 DOI: 10.1126/science.1127750]
* De Jong, T. (2006b). Scaffolds for computer simulation based scientific discovery learning. In J. Elen & R. E. Clark (Eds.), Dealing with complexity in learning  environments (pp. 107-128). London: Elsevier Science Publishers.
* Dewey, J. (1938) ''Logic: The Theory of Inquiry'', New York: Holt.
* Duckworth, E. (1986). Inventing Density. Monography by the North Dakota Study Group on Evaluation, Grand Forks, ND, 1986.<br>
Internet : www.exploratorium.edu/IFI/resources/classroom/inventingdensity.html
* Drie, J. van, Boxtel, C. van, & Kanselaar, G. (2003). Supporting historical reasoning in CSCL. In: B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.). Designing for Change in Networked Learning Environments. Dordrecht: Kluwer Academic Press, pp. 93-103. ISBN 1-4020-1383-3.
* Eick, C.J. & Reed, C.J. (2002). What Makes an Inquiry Oriented Science Teacher? The Influence of Learning Histories on Student Teacher Role Identity and Practice. Science Teacher Education, 86, pp 401-416.
* Gurtner, J-L. (1996). L'apport de Piaget aux études pédagogiques et didactiques. Actes du colloque international Jean Piaget, avril 1996, sous la direction de Ahmed Chabchoub. Publications de l'institut Supérieur de l'Education et de la Formation Continue.
* Hakkarainen, K and Matti Sintonen (2002). The Interrogative Model of Inquiry and Computer- Supported Collaborative Learning, Science and Education, 11 (1), 25-43. (NOTE: we should cite from this one !)
* Hakkarainen, K, (2003). Emergence of Progressive-Inquiry Culture in Computer-Supported Collaborative Learning, Science and Education, 6 (2), 199-220.
* Joolingen van, Dr. W.R. and King, S. and Jong de, Prof. dr. T. (1997) The SimQuest authoring system for simulation-based discovery learning. In: B. du Boulay & R. Mizoguchi (Eds.), Artificial intelligence and education: Knowledge and media in learning systems. IOS Press, Amsterdam, pp. 79-86. [http://doc.utwente.nl/27531/1/K27531__.PDF PDF]
* Kasl, E & Yorks, L. (2002). Collaborative Inquiry for Adult Learning. New Directions for Adult and Continuing Education, 94, summer 2002.
* Keys, C.W. & Bryan, L.A. (2001). Co-Constructing Inquiry-Based Science with Teachers :
Essential Research for Lasting Reform. Journal Of Research in Science Teaching, 38 (6), pp 631-645.
* Lattion, S.(2005). Développement et implémentation d'un module d'apprentissage par investigation (inquiry-based learning) au sein d'une plateforme de type PostNuke. Genève, Suisse. Mémoire de diplôme non-publié. [http://tecfa.unige.ch/staf/staf-i/lattion/staf25/memoire.pdf PDF]
* Linn, Marcia C. Elizabeth A. Davis & Philip Bell (2004). (Eds.), Internet Environments for Science Education: how information technologies can support the learning of science, Lawrence Erlbaum Associates, ISBN 0-8058-4303-5
* Mayer, R. E. (2004), Should there be a three strikes rule against pure discovery? The case for guided methods of instruction. Am. Psych. 59 (14).
* McKenzie, J. (1999). Scaffolding for Success. From Now On, ,The Educationnal Technology Journal, 9(4).
* National Science Foundation, in Foundations: Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom (NSF, Arlington, VA, 2000), vol. 2, pp. 1-5 [http://www.nsf.gov/pubs/2000/nsf99148/intro.htm HTML].
* Nespor, J.(1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, pp 317-328.
* Polman, Joseph (2000), Designing Project-based science, Teachers College Press, New York.
* Vermont Elementary Science Project. (1995). Inquiry Based Science: What Does It Look Like? Connect Magazine, March-April 1995, p. 13. published by Synergy Learning.<br>
Internet: http://www.exploratorium.edu/IFI/resources/classroom/inquiry_based.html
* Villavicencio, J. (2000). Inquiry in Kindergarten. Connect Magazine, 13 (4), March/April 2000. Synergy Learning Publication.
* Vosniadou, S., Ioannides, C., Dimitrakopoulou, A. & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction ,11, pp 381-419.
* Waight Noemi, Fouad Abd-El-Khalick, From scientific practice to high school science classrooms: Transfer of scientific technologies and realizations of authentic inquiry, Journal of Research in Science Teaching, 2011, 48, 1. [http://dx.doi.org/10.1002/tea.20393 DOI:10.1002/tea.20393]
* Watson, B. & Kopnicek, R. (1990). Teaching for Conceptual Change : confronting Children Experience. Phi Delta Kappan, May 1990, pp 680-684.}}
 
==What Is Enquiry?==
{{adaptedfrom|Enquiry Skills in a Virtual World|WhatIsEnquiry|One model of enquiry based learning combines the sixteen habits of mind (Costa and Kallick, 2000) and [[Teaching for Metacognition|metacognitive]] skills and knowledge.  Habits of Mind (Costa and Kallick, 2000) are persisting, thinking and communicating with clarity and precision, managing impulsivity, gathering data through all senses, listening with understanding and empathy, creating, imagining, innovating ,thinking flexibly, responding with wonderment and awe, thinking about thinking ([[Teaching for Metacognition|metacognition]]), taking responsible risks, striving for accuracy, finding humour, questioning and posing problems, thinking interdependently, applying past knowledge to new situations, remaining open to continuous learning.


[[Teaching for Metacognition|Metacognitive]]skills and knowledge include; knowledge of self, knowledge of disposition, knowledge of strategies and tools, knowledge of problems and outcomes, and the skills of planning, monitoring and refining.
[[Teaching for Metacognition|Metacognitive]]skills and knowledge include; knowledge of self, knowledge of disposition, knowledge of strategies and tools, knowledge of problems and outcomes, and the skills of planning, monitoring and refining.


The enquiry model includes a ‘cycle’ of learning from an initiation stage where pupils are given a stimulus to be developed through [[Category:Questioning|questioning]]. Pupils then refine questions so that they have one main focus they wish to investigate. Subsequent stages involve planning, monitoring, refining, evaluating and presenting.
The enquiry model includes a ‘cycle’ of learning from an initiation stage where pupils are given a stimulus to be developed through [[Teaching Approaches/Questioning|questioning]]. Pupils then refine questions so that they have one main focus they wish to investigate. Subsequent stages involve planning, monitoring, refining, evaluating and presenting.


The enquiry model of learning is also supported by a number of [[Category:Visualisation|tools]], for example 8Qs, diamond ranking, inference square, odd one out, target board, and mapping.
The enquiry model of learning is also supported by a number of [[Category:Visualisation|tools]], for example 8Qs, diamond ranking, inference square, odd one out, target board, and mapping.
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{{adaptedfrom|The impact of enquiry-based science teaching on students' attitudes and achievement|WhatIsEnquiry|A different model of enquiry-based learning encourages students to use exploration, reflection and [[Category:Questioning|questioning]] techniques, sharing of ideas, and high quality [[Category:Dialogue|dialogue]].  The role of the teacher during the process is to act as a guide who challenges the students to think beyond their current processes by asking divergent questions. The model drew on research into enquiry-based learning that shows that often students experience difficulties in formulating appropriate questions which focus on the intended content. In this context the teacher needs to help them by drawing their attention to the experimental data and facts relevant to their enquiry and by generally facilitating the discussion.}}
{{adaptedfrom|The impact of enquiry-based science teaching on students' attitudes and achievement|WhatIsEnquiry|A different model of enquiry-based learning encourages students to use exploration, reflection and [[Category:Questioning|questioning]] techniques, sharing of ideas, and high quality [[Category:Dialogue|dialogue]].  The role of the teacher during the process is to act as a guide who challenges the students to think beyond their current processes by asking divergent questions. The model drew on research into enquiry-based learning that shows that often students experience difficulties in formulating appropriate questions which focus on the intended content. In this context the teacher needs to help them by drawing their attention to the experimental data and facts relevant to their enquiry and by generally facilitating the discussion.}}


==What characterises higher-order scientific enquiry skills?==
=What characterises higher-order scientific enquiry skills?=
{{adaptedfrom|Developing Higher Order Scientific Enquiry Skills|WhatIsEnquiry|Learners take responsibility for their own learning and, where appropriate, demonstrate a range of the following:
{{adaptedfrom|Developing Higher Order Scientific Enquiry Skills|WhatIsEnquiry|When engaging higher-order scientific enquiry skills learners take responsibility for their own learning and, where appropriate, demonstrate a range of the following
===Plan===
 
'''Plan'''
* recognise that science is based on evidenced theories rather than facts  
* recognise that science is based on evidenced theories rather than facts  
* justify the methods and strategies that are going to be used in the enquiry  
* justify the methods and strategies that are going to be used in the enquiry  
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* determine success criteria in complex, abstract tasks  
* determine success criteria in complex, abstract tasks  


===Develop===
'''Develop'''
* communicate effectively, choosing an appropriate medium, selecting only relevant points of interest and taking full account of the audience   
* communicate effectively, choosing an appropriate medium, selecting only relevant points of interest and taking full account of the audience   
* measure systematically with accuracy   
* measure systematically with accuracy   
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* apply abstract, linked scientific knowledge in a way that demonstrates understanding  
* apply abstract, linked scientific knowledge in a way that demonstrates understanding  


===Reflect===
'''Reflect'''
* evaluate success criteria in complex, abstract tasks  
* evaluate success criteria in complex, abstract tasks  
* link the learning to abstract ideas in order to make further predictions  
* link the learning to abstract ideas in order to make further predictions  
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==What are the features of quality enquiries?==
==What are the features of quality enquiries?==
===Learner-centred learning===
===Learner-centred learning===
{{adaptedfrom|Developing Higher Order Scientific Enquiry Skills|WhatIsGoodEnquiry|In order to set appropriate enquiries, it is important to know learners' prior skills, knowledge and understanding. Knowing where learners are in a continuum will enable teachers and learners to better negotiate where learners need to go next and how best to get there; high quality [[Category:Assessment|assessment]] is key to this.
{{adaptedfrom|Developing Higher Order Scientific Enquiry Skills|WhatIsGoodEnquiry|In order to set appropriate enquiries, it is important to know learners' prior skills, knowledge and understanding. Knowing where learners are in a continuum will enable teachers and learners to better negotiate where learners need to go next and how best to get there; high quality [[:Category:Assessment|assessment]] is key to this.
 
'''Classroom management'''
Learners work best when they can share ideas and articulate their thoughts. Establishing effective [[:Category:Collaboration|collaboration]] in the classroom is key to successful learning. Through working in random pairs and small [[:Category:Group work|group work]], learners learn from each other, raising their expectations and achievements. Teachers are able to listen in to conversations, and ask leading [[:Category:Questioning|questions]] as in the enquiry 'What's the best way to minimise global warming?', in order to ascertain progress or otherwise. Learners need to agree on, and be frequently reminded of, the [[Ground Rules|basic rules for interaction]]. They also need to feel that the classroom is a safe and reflective environment in which to take risks with their ideas.}}
 
=Inquiry and mathematics teaching=
{{adaptedfrom|Fibonacci Project|Reference|Ideas of how to solve particular types of mathematical problems, e.g. involving fractions or negative numbers, are built up through bringing together experiences of tackling a range of related problems. In some cases, a conceptual step may also force to deconstruct, then to reconstruct a new and more encompassing idea. Such progression of ideas is only understood if they make sense to the learner because they are products of their own thinking. This view of learning argues for students to have experiences which enable them to work out for themselves how to make sense of different aspects of the world. First-hand experiences are important, particularly for younger children, but all learners need to develop the skills used in testing ideas – questioning, predicting, observing, interpreting, communicating and reflecting.
 
As is the case in natural science, inquiry-based mathematics education (IBME) refers to an education which does not present mathematics to pupils and students as a ready-built structure to appropriate. Rather it offers them the opportunity to experience
* how mathematical knowledge is developed through personal and collective attempts at answering questions emerging in a diversity of fields, from observation of nature as well as the mathematics field itself,
* how mathematical concepts and structures can emerge from the organization of the resulting constructions, and then be exploited for answering new and challenging problems.
 
It is expected that the inquiry-based approach will improve students’ mathematical understanding  which  will  result  in  their  mathematical  knowledge  becoming more robust and functional in  a diversity of contexts beyond that of the usual school tasks. It will help students develop mathematical and scientific curiosity and  creativity  as  well  as  their  potential  for  critical  reflection, reasoning  and analysis, and their autonomy as learners. It will also help them develop a more accurate vision of mathematics as a human enterprise, consider mathematics as a fundamental component of our cultural heritage, and appreciate the crucial role it plays in the development of our societies.
 
If it is to be more than a slogan, IBME requires the development of appropriate educational  strategies. These  strategies  must  acknowledge  the  experimental dimension of mathematics and the new opportunities that digital technologies offer for supporting it.
The history of mathematics shows that such an experimental dimension is not new, but in the last decades technological evolution has dramatically changed its means, economy, and also made it more visible and shared by the mathematical community. Compared with experimental practices in natural sciences, one must however be aware that the terrain of experience for mathematics learning is not limited to what is usually called the “real world”.
 
As they  become  familiar,  mathematical  objects  also  become  the  terrain  for mathematics  experimentation.  Numbers,  for  instance,  have  been  used  for centuries  and  are  still  an  incredible  context  for  mathematics  experiments, and the same can be said of geometrical  forms. Patterns play a great role in mathematics, whether they are suggested by the natural world or fully imagined by the mathematician’s mind. Playing with patterns is a stimulating mathematical activity in the context of inquiry, even for elementary school children. Digital technologies also offer new and powerful tools for supporting investigation and experimentation in these mathematical domains.
 
IBME must, therefore, not just rely on situations and questions arising from real world phenomena, even if the consideration of these is of course very important, but use the diversity  of contexts which can nurture investigative practices in mathematics.
 
Mathematics has a cumulative dimension to a greater extent than the natural sciences. Mathematical tools developed for solving particular problems need to build on each other to become methods and techniques which can be productively used for solving classes of problems,  eventually leading to new mathematical ideas and even theories, and new fields of applications. Moreover, connections between domains play a fundamental role in the development of mathematics. Thus it is important in implementing IBME that students do not deal only with isolated problems, however challenging they may be, since this may not enable them to develop the over-arching (or more generally applicable) mathematical concepts.


===Classroom management===
Selecting appropriate  questions  and tasks  for  promoting  IBME  thus  requires the consideration of their potential according to a diversity of criteria, and the building of a coherent organization and progression among these, having in mind the characteristics of mathematics as a scientific discipline and the ambition of such education of emphasizing the interaction between mathematics and other scientific disciplines, between mathematics and the real world.
Learners work best when they can share ideas and articulate their thoughts. Establishing effective [[Category:Collaboration|collaboration]] in the classroom is key to successful learning. Through working in random pairs and small [[Category:Group work|group work]], learners learn from each other, raising their expectations and achievements. Teachers are able to listen in to conversations, and ask leading [[Category:Questioning|questions]] as in the enquiry 'What's the best way to minimise global warming?', in order to ascertain progress or otherwise. Learners need to agree on, and be frequently reminded of, the [[Ground Rules|basic rules for interaction]]. They also need to feel that the classroom is a safe and reflective environment in which to take risks with their ideas.}}


=Inquiry and Mathematics Teaching=
A further crucial point is that, even when they emerge from real world situations, mathematical  ideas are not directly accessible to our physical senses, and are thus worked out through a rich diversity of semiotic systems: standard systems of representation such as graphs, tables,  figures, symbolic systems, computer representations, etc., but also gestures and discourse in ordinary language. IBME must be sensitive to this semiotic dimension of mathematical  learning and to the progressive development of associated competences, without forgetting the evolution in semiotic potential and needs resulting from technological advances.
Modern technological tools have an impact on inquiry-based education through the  immediate access given to a huge diversity of information, whatever the topic. This situation means that the “milieux” with which students can interact in investigative practices are potentially much richer than those usually used for developing investigative practices in  mathematics. However, the necessity of selection and the critical use of such information create new demands that iBMe must take into account.}}


=Inquiry and Science Teaching=
=Inquiry and Science Teaching=
{{adaptedfrom|Fibonacci Project|Reference|The process of inquiry begins by trying to make sense of a phenomenon, or answer a question, about why something behaves in a certain way or takes the form it does. Initial exploration reveals features that recall previous ideas leading to possible explanations There might be several ideas from previous experience that could be relevant and through discussion one of these is chosen as giving the possible explanation or hypothesis to be tried. The test of the hypothesis is whether there is evidence to support a prediction based on it, for only if ideas have predictive power are they valid. To test the prediction new data about the phenomenon or problem are gathered, then analysed and the outcome used as evidence to compare with the predicted result. This is the ‘prediction –> plan and conduct investigation –> interpret data’ sequence in Figure 1. More than one prediction and test is desirable and so this sequence may be repeated several times.
From these results a tentative conclusion can be drawn about the initial idea. If it gives a good explanation then the existing ideas is not only confirmed, but becomes more powerful – ‘bigger’ –because it then explains a wider range of phenomena. Even if it doesn’t ‘work’ and an alternative idea has to be tried (one of the alternative ideas in Figure 1), the experience has helped to refine the idea, so knowing that the existing idea does not fit is also useful. This is the process of building understanding through collecting evidence to test possible explanations and the ideas behind them in a scientific manner, which we describe as learning through scientific inquiry.
[[Image:InquiryProcess.PNG]]<br/>}}


=The use of ICT to support Inquiry=
=The use of ICT to support Inquiry=
Line 197: Line 180:
In summary, ICT creates today a new ecology for inquiry-based education in mathematics and science education, that the Fibonacci project must take into consideration, without underestimating what a productive use of ICT requires in terms of design and teacher expertise.}}
In summary, ICT creates today a new ecology for inquiry-based education in mathematics and science education, that the Fibonacci project must take into consideration, without underestimating what a productive use of ICT requires in terms of design and teacher expertise.}}


If you're interested in using ICT to support the full Inquiry process, you should consider exploring the [http://www.nquire.org.uk www.nquire.org.uk], discussed in the context of use [http://www.open.ac.uk/research/research-highlights/education/giving-children-the-power-to-be-scientists.php here], and another OU tool - [http://www.learningemergence.net/tools/enquiryblogger/ Enquiry Blogger].
You might also like to look at this EARLI [http://kaleidoscope.gw.utwente.nl/SIG-IL/ page] which lists software packages for teaching (go to 'edit'->'find' on your menu bar, and search for 'inquiry' to find relevant software.


=Inquiry for Professional Development=


If you're interested in using ICT to support the full Inquiry process, you should consider exploring the [http://www.nquire.org.uk www.nquire.org.uk], discussed in the context of use [http://www.open.ac.uk/research/research-highlights/education/giving-children-the-power-to-be-scientists.php here], and another OU tool - [http://www.learningemergence.net/tools/enquiryblogger/ Enquiry Blogger].
The DfE links to an Australian report '[http://www.decd.sa.gov.au/learnerwellbeing/files/links/link_72576.pdf Towards a Culture of Inquiry]' which provides a useful summary of how staff might think about their Professional Development in terms of inquiry.


See also resources xyz


You might also like to look at this EARLI [http://kaleidoscope.gw.utwente.nl/SIG-IL/ page] which lists software packages for teaching (go to 'edit'->'find' on your menu bar, and search for 'inquiry' to find relevant software.
= Bibliography =
* Ackermann, E.K. (2004). Constructing Knowledge and Transforming The World. In Tokoro, M. & Steels, L. (2004). A Learning Zone Of One's Own. pp17-35. IOS Press
* Aubé, M. & David, R. (2003). Le programme d’adoption du monde de Darwin : une exploitation concrète des TIC selon une approche socio-constructiviste. In Taurisson, A. & Senteni, A.(2003). Pédagogie.net : L’essor des communautés d’apprentissage. pp 49-72.
* Barab, S.A., Hay, K.E., Barnett, M., & Keating, T. (2000). Virtual Solar System Project: Building understanding through model building. Journal of Research in Science Teaching, 37, 719–756. [http://onlinelibrary.wiley.com/doi/10.1002/1098-2736(200009)37:7%3C719::AID-TEA6%3E3.0.CO;2-V/abstract Abstract]
* Bishop, A.P.,Bertram, B.C.,Lunsford, K.J. & al. (2004). Supporting Community Inquiry with Digital Resources. Journal Of Digital Information, 5 (3).
* Chakroun, M. (2003). Conception et mise en place d'un module pédagogique pour portails communautaires Postnuke. Insat, Tunis. Mémoire de licence non publié.
* De Jong, T. & Van Joolingen, W.R. (1997). Scientific Discovery Learning with Computer Simulations of Conceptual Domains. University of Twente, The Netherland
* de Jong, Ton (2006) Computer Simulations: Technological Advances in Inquiry Learning, Science 28 April 2006 312: 532-533 [http://dx.doi.org/10.1126/science.1127750 DOI: 10.1126/science.1127750]
* De Jong, T. (2006b). Scaffolds for computer simulation based scientific discovery learning. In J. Elen & R. E. Clark (Eds.), Dealing with complexity in learning  environments (pp. 107-128). London: Elsevier Science Publishers.
* Dewey, J. (1938) ''Logic: The Theory of Inquiry'', New York: Holt.
* Duckworth, E. (1986). Inventing Density. Monography by the North Dakota Study Group on Evaluation, Grand Forks, ND, 1986.<br>
Internet : www.exploratorium.edu/IFI/resources/classroom/inventingdensity.html
* Drie, J. van, Boxtel, C. van, & Kanselaar, G. (2003). Supporting historical reasoning in CSCL. In: B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.). Designing for Change in Networked Learning Environments. Dordrecht: Kluwer Academic Press, pp. 93-103. ISBN 1-4020-1383-3.
* Eick, C.J. & Reed, C.J. (2002). What Makes an Inquiry Oriented Science Teacher? The Influence of Learning Histories on Student Teacher Role Identity and Practice. Science Teacher Education, 86, pp 401-416.
* Gurtner, J-L. (1996). L'apport de Piaget aux études pédagogiques et didactiques. Actes du colloque international Jean Piaget, avril 1996, sous la direction de Ahmed Chabchoub. Publications de l'institut Supérieur de l'Education et de la Formation Continue.
* Hakkarainen, K and Matti Sintonen (2002). The Interrogative Model of Inquiry and Computer- Supported Collaborative Learning, Science and Education, 11 (1), 25-43. (NOTE: we should cite from this one !)
* Hakkarainen, K, (2003). Emergence of Progressive-Inquiry Culture in Computer-Supported Collaborative Learning, Science and Education, 6 (2), 199-220.
* Joolingen van, Dr. W.R. and King, S. and Jong de, Prof. dr. T. (1997) The SimQuest authoring system for simulation-based discovery learning. In: B. du Boulay & R. Mizoguchi (Eds.), Artificial intelligence and education: Knowledge and media in learning systems. IOS Press, Amsterdam, pp. 79-86. [http://doc.utwente.nl/27531/1/K27531__.PDF PDF]
* Kasl, E & Yorks, L. (2002). Collaborative Inquiry for Adult Learning. New Directions for Adult and Continuing Education, 94, summer 2002.
* Keys, C.W. & Bryan, L.A. (2001). Co-Constructing Inquiry-Based Science with Teachers :
Essential Research for Lasting Reform. Journal Of Research in Science Teaching, 38 (6), pp 631-645.
* Lattion, S.(2005). Développement et implémentation d'un module d'apprentissage par investigation (inquiry-based learning) au sein d'une plateforme de type PostNuke. Genève, Suisse. Mémoire de diplôme non-publié. [http://tecfa.unige.ch/staf/staf-i/lattion/staf25/memoire.pdf PDF]
* Linn, Marcia C. Elizabeth A. Davis & Philip Bell (2004). (Eds.), Internet Environments for Science Education: how information technologies can support the learning of science, Lawrence Erlbaum Associates, ISBN 0-8058-4303-5
* Mayer, R. E. (2004), Should there be a three strikes rule against pure discovery? The case for guided methods of instruction. Am. Psych. 59 (14).
* McKenzie, J. (1999). Scaffolding for Success. From Now On, ,The Educationnal Technology Journal, 9(4).
* National Science Foundation, in Foundations: Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom (NSF, Arlington, VA, 2000), vol. 2, pp. 1-5 [http://www.nsf.gov/pubs/2000/nsf99148/intro.htm HTML].
* Nespor, J.(1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, pp 317-328.
* Polman, Joseph (2000), Designing Project-based science, Teachers College Press, New York.
* Vermont Elementary Science Project. (1995). Inquiry Based Science: What Does It Look Like? Connect Magazine, March-April 1995, p. 13. published by Synergy Learning.<br>
Internet: http://www.exploratorium.edu/IFI/resources/classroom/inquiry_based.html
* Villavicencio, J. (2000). Inquiry in Kindergarten. Connect Magazine, 13 (4), March/April 2000. Synergy Learning Publication.
* Vosniadou, S., Ioannides, C., Dimitrakopoulou, A. & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction ,11, pp 381-419.
* Waight Noemi, Fouad Abd-El-Khalick, From scientific practice to high school science classrooms: Transfer of scientific technologies and realizations of authentic inquiry, Journal of Research in Science Teaching, 2011, 48, 1. [http://dx.doi.org/10.1002/tea.20393 DOI:10.1002/tea.20393]
* Watson, B. & Kopnicek, R. (1990). Teaching for Conceptual Change : confronting Children Experience. Phi Delta Kappan, May 1990, pp 680-684.}}


=Inquiry for Professional Development=


The DfE links to an Australian report '[http://www.decd.sa.gov.au/learnerwellbeing/files/links/link_72576.pdf Towards a Culture of Inquiry]' which provides a useful summary.
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