Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.

1. Inquiry Training Model
Presentation by
Nikhil D.
S2, B.Ed.
Physical Science
MTTC TVPM

2. About
the Model
 Developed by Richard Suchman in 1962
 Promotes the art of Inquiry
 It teaches students a process of Inquiry
 Helps students improve their process skills
and language of Inquiry
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3. Basic
Assumptions  Students Inquire naturally when they are puzzled.
 They become conscious of and learn to analyze their
thinking strategies.
 New Strategies can be taught directly and added to
their existing ones.
 Cooperative inquiry enriches thinking and helps
students to learn about tentative and emerging nature
of knowledge and appreciate alternate explanations.
 Curiosity is the basic instinct possessed by every
Human.
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4. Specific
Objectives
 To develop Scientific Process Skills
 To develop strategies for creative Inquiry
 To develop autonomy in learning.
 To develop among students the ability to tolerate
ambiguity.
 to make the students understand the tentative
nature of learning
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5. Focus
 To enhance the thinking ability of the student.
 To enable them to form conclusions based on facts.
 To enable them to have fluency in their thinking and
speaking.
 More specialty to impart training of inquiry skills.
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6. Syntax
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Analysis of the
Inquiry Procedure
Formulating rules
of explanations
Encounter the
Problem
Data Gathering -
Verification
Data Gathering -
Experimentation
Phase 1 Phase 2 Phase 3
Phase 4 Phase 5

7.  Teacher presents the discrepant event or a
puzzling situation.
 Explains the inquiry procedures.
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Phase 1
Encounter
the Problem
1. Students are allowed to ask Yes/No Questions
2. If not, ask the student to rephrase it as yes/no question
3. Encourage students to ask more and more questions

8.  Students inquire about the nature, identifies
the objects, events and conditions related to
the problem.
 The data should be recorded on the board
or on data sheets by students
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Phase 2
Data gathering-
Verification

9.  Isolate relevant variables.
 Student identify a hypothesis from the data
they gathered and asks questions to the
teacher to test it.
 If the generated idea seems verified, They
will move to the next phase, otherwise once
again data gathering is carried.
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Phase 3
Data Gathering-
Experimentation

10.  Students formulate the explanation on the
basis of Data Gathering.
 Students formulates rules or explanations as
solution to the discrepant event through
simple causation, properties, analogy etc.
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Phase 4
Formulating
Rules of
explanation

11.  Teacher guides students to analyze their
thinking and questioning patterns.
 They also decide how the information was
helpful or misleading in finding the
solution.
 Discusses the factors influenced the inquiry
effectively and adversely.
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Phase 5
Analysis of the
Inquiry Procedure

12.  In the preparatory phase, Teacher design or selects
the puzzling situation and present it to students.
 Rest of the phases, students and teacher plays an
important role.
 Students learns the principle of inquiry and
teacher guide them, uses the resources, materials,
perform experiments and conducts discussions.
 An open classroom environment is maintained.
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Social
System

13.  Ensures that the questions are phrased in such a
way as to elicit Yes/No response.
 Asks pupils to be specific with their questions
 Directs students inquiry towards object, event
condition and proper questions
 Provide support for generalizations.
 Ask the pupils to rephrase the invalid questions
 Encourage interaction among the pupils.
 Provide a free intellectual environment without
evaluating student’s questions.
 Review the questions and responses to help the
student to keep track of the process.
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Principle of
reaction

14. “All the specific conditions required for the smooth
running of all phases of the model is called support
system.”
In Inquiry Training Model, Support System includes:-
 Discrepant Event or a Puzzling Situation
 Resources materials needed for the problem.
 Teaching Aids
 Teacher’s intellectual knowledge about Inquiry
strategies.
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Support
System

15.  Develops Scientific Process Skills
 Develops Strategies for creative
Inquiry
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Instructional
Effects
Nurturant
Effects
 Spirit of creativity
 Autonomy in learning
 Tolerance of ambiguity
 Tentative nature of Knowledge

16.  Develops Scientific Process skills
 Develops strategies for creative inquiry.
 Promotes autonomy in learning
 Develops the spirit of creativity in
students.
 Develop among the students ability to
tolerate ambiguity.
 makes students understand the tentative
nature of knowledge
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Advantages Disadvantages
 Not applicable to primary contents or
subject matter like facts, formulas etc.
 Cannot be applied to every puzzling
situation. The situation only with a
cause – effect relation can lead to
generalization.
 All teachers are not compatible with the
presentation of Discrepant event and
lead the students to generalization.
 All students may not participate in the
inquiry process.

17.  Inquiry Training Model is used for giving training of inquiry to the students.
 Model promotes the processing skills that are helpful for inquiring.
 The process skills therefore include the observing, collecting and organizing data,
identifying the variables in a situation, formulating hypothesis based on cause-effect
relationship, experimenting or otherwise listing the hypothesis, inferring and drawing
conclusions.
 The model takes the students through small versions of the procedures that scholars
use in order to organize knowledge and generate principles that explain causation.
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Summary

18. I n q u i r y T r a i n i n g M o d e l
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