Teaching Approaches/Inquiry

Inquiry and Pedagogy

You might want to watch this video on use of collaborative enquiry in classroom tasks www.teachersmedia.co.uk/videos/collaborative-enquiry including a brief overview of the research.

What Is Enquiry?

One model of enquiry based learning combines the sixteen habits of mind (Costa and Kallick, 2000) and 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 (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.

Metacognitiveskills 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. 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, for example 8Qs, diamond ranking, inference square, odd one out, target board, and mapping.

The framework for enquiry is based on a model of formative self- by the pupils against metacognitive skills and knowledge using the habits of mind (Costa and Kallick, 2000) as a language for learning. Indeed, the aim is that by developing pupils’ awareness of and proficiency in these skills, they will ‘engage in the excitement of learning’ (DfES, 2005) and become better at it. ^{(Adapted from Enquiry Skills in a Virtual World, section WhatIsEnquiry).}

In the model of enquiry-based learning used by the researchers, students used exploration, reflection and questioning techniques, shared ideas and engaged in dialogue. The role of the teacher during the process was to act as a guide who challenged 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.

One of the key issues associated with the use of the enquiry methods in the classroom is time. Most enquiry exercises span several class sessions and can continue for weeks, which makes it difficult for a teacher to use them. This prompted the researchers to try small-scale (taking a maximum of two days to complete) enquiry activities in teaching physics. ^{(Adapted from The impact of enquiry-based science teaching on students' attitudes and achievement, section WhatIsEnquiry).}

What characterises higher-order scientific enquiry skills?

Learners take responsibility for their own learning and, where appropriate, demonstrate a range of the following:

Plan

• 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
• use concepts such as reliability, accuracy of measuring, validity of data/information when justifying a planned method
• make multiple links between what is already known and/or independent research in order to plan
• take account of any possible problems with their plan in order to refine it
• justify their predictions, which can be quantitative, by using abstract scientific ideas, including linking models, theories and systems
• determine success criteria in complex, abstract tasks

Develop

• communicate effectively, choosing an appropriate medium, selecting only relevant points of interest and taking full account of the audience
• measure systematically with accuracy
• justify any amendments they make to their methodology understand the purposes of, and utilise, a wide range of learning/thinking strategies
• use calculations to demonstrate or explore findings, and in doing so confidently and accurately rearrange equations
• analyse and evaluate findings, looking to see if they present any further issues or modifications to the process they have used
• apply the conventions of reliability and validity to their findings explore any uncertainties or anomalies using scientific reasoning evaluate findings in terms of levels of bias, reliability and validity
• critically evaluate findings in terms of their prior scientific knowledge and understanding
• apply abstract, linked scientific knowledge in a way that demonstrates understanding

Reflect

• evaluate success criteria in complex, abstract tasks
• link the learning to abstract ideas in order to make further predictions
• evaluate the learning/thinking strategies used
• refine learning/thinking strategies for further use
• develop alternative learning/thinking strategies
• critically reflect on their learning and develop their own next steps. ^{(Adapted from Developing Higher Order Scientific Enquiry Skills, section WhatIsEnquiry).}

What are the features of quality enquiries?

Learner-centred learning

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 is key to this.

Classroom management

Learners work best when they can share ideas and articulate their thoughts. Establishing effective in the classroom is key to successful learning. Through working in random pairs and small, learners learn from each other, raising their expectations and achievements. Teachers are able to listen in to conversations, and ask leading 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 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. ^{(Adapted from Developing Higher Order Scientific Enquiry Skills, section WhatIsGoodEnquiry).}

The use of ICT to support Inquiry

If you're interested in using ICT to support the full Inquiry process, you should consider exploring the www.nquire.org.uk, discussed in the context of use here, and another OU tool - Enquiry Blogger.

See also resources xyz

Inquiry for Professional Development

The DfE links to an Australian report 'Towards a Culture of Inquiry' which provides a useful summary.