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Teaching Approaches/Inquiry: Difference between revisions
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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 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. | ||
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=What characterises higher-order scientific enquiry skills?= | =What characterises higher-order scientific enquiry skills?= | ||
{{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 | {{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 | ||
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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.}} | 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 | =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. | {{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. | ||
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* 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] | * 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.}} | * Watson, B. & Kopnicek, R. (1990). Teaching for Conceptual Change : confronting Children Experience. Phi Delta Kappan, May 1990, pp 680-684.}} | ||
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