Inquiry language


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Inquiry language

  2. 2. Tell me and I forget, Show me I remember, Involve me and I understand .. old saying
  3. 3. " If a single word had to be chosen to describe the goals of science educators it would have to be INQUIRY." (DeBoer, 1991 ).
  4. 4. INQUIRY-DISCOVERY ORIENTATED SCIENCE INSTRUCTION <ul><li>“ Inquiry is the [set] of behaviours involved in the struggle of human beings for reasonable explanations of phenomena about which they are curious.&quot; So, inquiry involves activity and skills, but the focus is on the active search for knowledge or understanding to satisfy a curiosity. </li></ul><ul><li>A focus on inquiry always involves, though, collection and interpretation of information in response to wondering and exploring. </li></ul><ul><li>Children using their senses to observe and using instruments to extend the power of their senses </li></ul><ul><li>Children work on their own to discover basic principles. </li></ul>
  5. 5. I NQUIRY-DISCOVERY IN THE SCIENCE CLASSROOM <ul><li>Make observation </li></ul><ul><li>Exhibit curiosity , define questions from current knowledge </li></ul><ul><li>Propose preliminary explanation or hypotheses </li></ul><ul><li>Plan and conduct simple investigation </li></ul><ul><li>Propose a possible explanation </li></ul><ul><li>Gather evidence from observation </li></ul><ul><li>Explain based on evidence </li></ul><ul><li>Consider other explanation </li></ul><ul><li>Communicate explanation </li></ul><ul><li>Test explanation </li></ul>
  6. 6. &quot; We noticed something about the trees on the field. What's wrong with them?&quot; Teacher didn't know what they were concerned about, so she said, &quot;Show me what you mean.&quot;
  7. 7. &quot; Why are those three trees different? They used to look the same, didn't they ?&quot;
  8. 8. It has something to do with the sunlight. It must be too much water. It must not be enough water. The trees look different. They used to look the same. It's the season, some trees lose their leaves earlier than others. There is poison in the ground. The trees have different ages. Insects are eating the trees. One tree is older than the others. She hung up a large sheet of butcher paper where all the students could see it and said, &quot;Let's make a list of ideas that might explain what's happening to those three trees outside.&quot;
  9. 9. <ul><ul><li>Encouraging Second Language Development in Young Children </li></ul></ul><ul><ul><li>(second language acquisition ) </li></ul></ul>
  10. 10. B asic Principles <ul><li>Principle #1 : Bilingualism is an asset and should be encouraged. </li></ul><ul><li>Principle #2 : There is an ebb and flow to children's bilingualism; it is rare for both languages to be perfectly balanced </li></ul><ul><li>Principle #3 : There are different use cultural patterns in language use. </li></ul><ul><li>Principle #4 : For some bilingual children, code-switching is a normal language phenomenon. </li></ul>
  11. 11. Basic Principles <ul><li>Principle #5 : Children come to learn a second language in many different ways. </li></ul><ul><li>Principle #6 : Language is used to communicate meaning. </li></ul><ul><li>Principle #7 : Language flourishes best in a language-rich environment. </li></ul><ul><li>Principle #8 : Children should be encouraged to experiment with language. </li></ul>
  12. 12. <ul><ul><li>For types 1 and 2, children have had high exposure to both languages at an early age. </li></ul></ul><ul><ul><ul><li>Type 1, Simultaneous Bilingualism, refers to children who have early exposure to both languages and are given ample opportunities to use both. </li></ul></ul></ul><ul><ul><ul><li>Type 2, Receptive Bilingualism, refers to children who have high exposure to a second language but have little opportunity to use or practice it. </li></ul></ul></ul>
  13. 13. <ul><ul><li>For types 3 and 4, children are learning the second language sequentially, after they have learned their first language. </li></ul></ul><ul><ul><ul><li>Type 3, Rapid Successive Bilingualism, refers to children who have had little exposure to a second language before entering school but have ample opportunity to use it once they enter. </li></ul></ul></ul><ul><ul><ul><li>Type 4, Slow Successive Bilingualism, refers to children who have had little exposure to a second language and who have or avail themselves of few opportunities and have low motivation to use it. </li></ul></ul></ul>
  14. 14. <ul><ul><li>Wong Fillmore (1985) recommends a number of steps that teachers can use to engage their students : </li></ul></ul><ul><ul><ul><li>Use demonstrations, modeling, role-playing. </li></ul></ul></ul><ul><ul><ul><li>Present new information in the context of known information. </li></ul></ul></ul><ul><ul><ul><li>Paraphrase often. </li></ul></ul></ul><ul><ul><ul><li>Use simple structures, avoid complex structures. </li></ul></ul></ul><ul><ul><ul><li>Repeat the same sentence patterns and routines. </li></ul></ul></ul><ul><ul><ul><li>Tailor questions for different levels of language competence and participation. </li></ul></ul></ul>
  15. 15. I NQUIRY -DISCOVERY IN THE SCIENCE CLASSROOM <ul><ul><li>Basic Principles in Encouraging </li></ul></ul><ul><ul><li>Second Language Development </li></ul></ul>GOAL