Building a Better Investigation:
Considerations for Planning Student Inquiry Projects
MSTA 56th Annual Conference
Detroit, Michigan
Stephen Best and Nancy Williams
University of Michigan School of Education

Objectives

Objectives
• Discuss the range of what we consider “inquiry”
and look at how student investigations fit

Objectives
• Discuss the range of what we consider “inquiry”
and look at how student investigations fit
• Try a couple classroom activities that would lead to
student-designed investigations

Objectives
• Discuss the range of what we consider “inquiry”
and look at how student investigations fit
• Try a couple classroom activities that would lead to
student-designed investigations
• Review other considerations for the investigation
process which teachers should consider in their
planning

What does “inquiry” look like
in the classroom?

Defining and Describing Inquiry
• Definitions don’t work - there are too
many different ones for “inquiry”
• Best described using a continuum of
practices:
More teacher centered More student centered
Hands-on Experimenting Student-focused
Questioning Collaborative

An Example: Simulation
• A technology-based simulation
called “Cooties”
• Follow the instructions you are
given
• DON’T tap on “Go” until I tell
you to do so.
• Simulate using cups & liquid if
the technology is not an option

What questions would you like
to investigate?
• If you could have a “do-over”, what
would you do?
• What actions are you taking for the
investigation?
• What do these actions mean in general
with respect to the idea of scientific
investigation?

Another example:
Demonstration to investigation
What will affect the
velocity or impact of
the cart?

What can student’s investigate?
• Different questions on the same topic
• Different variables that can affect the
outcome
• Different designs or solutions to a
problem
• Different approaches to investigate the
same phenomena or variable
• Replication of results for a previous
investigation

Considerations for
Investigations
• Students’ prior understanding
• Type of activity/investigation
• Materials/Facilities/Safety
• Variables
• Data that can be collected
• Group and class collaboration
• Communication of results

For More Information
• Handouts and slides available at:
http://mmstlc.net
• Slide shows, commentary, podcast,
and other resources at:
http://catalyst.mmstlc.net
• Contact information at the MMSTLC
Site listed above