Inquiry training model

1. INQUIRY TRAINING MODEL

2. Inquiry training model is used for giving training of inquiry to the
students.This model was developed by J.R Suchman.The student
learns better when when they participate in an inquiry.

3. Major assumptions:
● All knowledge is tentative
● There cannot be one answer to particular cause and effect relationship
● People inquire naturally when they are puzzled
● The process of inquiry can be taught to students
● Students can become conscious of and learn to analyse their thinking
strategies
● Team approach is better

4. BASIC ELEMENTS
Focus
1.To enhance the thinking ability of the students
2.To enable them to form conclusions based on facts
3.To enable them to have fluency in their thinking and speaking
4.More speciality to impart training of inquiry skills

5. SYNTAX
PHASE 1:ENCOUNTER WITH THE PROBLEM
Explain enquiry procedure
Presents discrepant event
PHASE 2:DATA GATHERING VERIFICATION
Verify the nature of objects
Verify the occurrence of the problem situation

6. PHASE 3:DATA GATHERING EXPERIMENTATION
Isolate relevant variables
Hypothesize and test casual relationships
PHASE 4:FORMULATION OF EXPLANATION
Learners formulate rules or explanations as solutions to descrepant event
PHASE 5:ANALYSIS OF THE INQUIRY PROCESS

7. Social system:
The inquiry training model can be highly structured with the teacher controlling
the interaction and prescribing the inquiry procedures.The norms of inquiry are
those of cooperation,intellectual freedom and equality.

8. Principles of Reaction:
1. Ensure that questions are phrased in such a way that to elicit yes/no
responses
2. Ask students to rephrase invalid questions
3. Try to provide a free intellectual environment
4. Press students to make clearer statements of theories and provide support for
their generalization
5. Encourage interaction among students

9. Support system
The optimal support system is a set of confronting materials.

10. Instructional and Nurturant Effects
1. Process skills
2. Strategies for creative Inquiry
3. Spirit of creativity
4. Independance of autonomy in learning
5. Tolerance of ambiguity
6. Tentative nature of knowledge