A differentiation between the Inductive Model and Scientific Inquiry Models in the education field.

1. Inductive
Model
Scientific Inquiry
Models
• Students construct own knowledge
• Teachers facilitate instruction through scaffolding.
• Results of learning is not a means to an end but can be applied to other aspects of
students’ lives.
• Allows students to learn naturally and develop problem-solving skills. “Thus, it is
designed to facilitate, discipline, and extend what the mind does naturally:
examine information, develop concepts, generate hypotheses, and take actions
whose consequences are assessed.” (p. 59)
• Fosters attention to logic, language and meaning of words and to the nature of
knowledge.
• Allows students and teachers to be cooperative, however teachers play an active
role and activating discussions and teaching needed skills when necessary.
• Design the classroom through organization, content and tasks assigned to the
students.
• Students learn facts, concepts and how to learn.
• Phase 1: Investigation given to the students.
• Phase 2: Students identify the problem. To solve in the investigation.
• Phase 3: Form hypotheses about the problem to identify the level of difficulty.
• Phase 4: Identify possible solutions to investigation by redesigning, organizing
data, generating data, etc.
• Challenging and cooperative classroom needed.
• ”The students need to hypothesize rigorously, challenge evidence, criticize
research designs, and so forth.” (p. 87)
• Students need to recognize the nature of their knowledge and discipline.
• Use of scientific knowledge
• Open-minded and cooperative with peers.
• Students committed to investigation and solving real-world problems.
• Not as structured as inductive model. Allows students to explore investigations
and construct their own knowledge.
• Teachers try to inspire students through an inquiry process.
• Teachers are more flexible and “hands-off” during student investigation.