“ Science explores and addresses
questions about the natural world
leading to valid and reliable
generalizations and explanation and
producing evidences that are open
to review by others.”
[Link]
INQUIRY-BASED
LEARNING
And 7 E’s Instructional Model
By: Carmelita M. Yomo
Session’s Objectives
Discuss inquiry-based learning.
Appreciate inquiry-based learning
in teaching science.
Construct a sample DLL/DLP
applying the 7 E’s model.
INQUIRY
MEANS PROCESSES INCLUDE
Questions Asking questions,
Problem-based Open or free
important to gathering
Learning inquiry
students lead the informations and
learning ideas, determining
Addressed through relevant issues
creating systematic
attempts to answer
Critical Thinking the issues/
problems and
questions learners
have identified.
INQUIRY
Addresses Changes the role of
Can create
Learning skills Teacher
An effective
and content
community of
learners to
Facilitator, coach, co-learners
INQUIRY- BASED APPROACH
Inquiry begins with gathering
- information and data through applying the human senses-
seeing, hearing, touching, tasting and smelling.
It involves several elements:
- a context for questions
- a framework for questions
- a focus for questions
- different levels of questions
Is a range of teaching approaches which involves stimulating learning with
questions, issue or problem.
- engages learners in instructing new knowledge and understandings.
- teachers act as facilitators of learning.
STEPS TO INQUIRY:
1. Explore prior understandings
- Make connections between past and present learning
experiences.
- Recall previous activities and focus students’ thinking needed to
develop the learning outcomes of the next activities.
- Learners should become mentally engaged in the concept,
process, or skill to be learned.
2. Formulate Essential Questions
- Learners collaboratively in making observations, posing
questions, issues or problems.
- Learners make predictions, develop hypotheses and start the
design of the experiments and collection of data.
STEPS TO INQUIRY:
3. Analyze and Communicate Findings
- Learners utilize the gathered information in creating new
knowledge, areas of interest, and their skills
- Learners verbalize their findings/ conclusion
4. Assessment/ Reflection of learning
- From the findings and new experiences, the learners develop
deeper and broader understanding of a major concepts,
- Lead or drive learners to connect the concept to different
contexts and transfer new learning.
LEVELS OF INQUIRY:
Reinforces
HIGH Confirmation prior LOW
knowledge
Learners
INVOLVEMENT Structured follow a set of INVOLVEMENT
TEACHER process LE
Research question AR
Guided is the only one NE
RS
provided
Learners do
Open
everything
HIGH
LOW
Learners are Learners are
provided with the provided with the
question and question and
procedure CONFIRMATI STRUCTURE procedure
(method) where (method), however
the results are
ON D their task is to
known in advance,
and confirmation LEVELS generate an
explanation that is
of the results is supported by the
the object of the
inquiry.
OF evidence collected
in the procedure.
Learners are
provided with only
INQUIRY Learners form
their questions,
the research GUIDED OPEN design procedures
question, and their for carrying out an
task is to design inquiry, and
the procedure communicate their
(method) and to results.
test the question
and the resulting
explanations.
What does Inquiry learning look
like?
Students start by expressing their own
curiosity, then they explore , ask
questions, and investigate for
answers. While building their
knowledge, they continue to ask
questions and search for answers,
until they are able to share their
knowledge with others.
Thank
you for