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Teaching Approaches/Inquiry: Difference between revisions
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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. | 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]] | [[Image:InquiryProcess.PNG]]}} | ||
=The use of ICT to support Inquiry= | =The use of ICT to support Inquiry= | ||
