The document discusses inquiry and problem-solving approaches to teaching. It notes that inquiry approaches model the investigative processes of scientists, allowing students to explore, ask questions, and form their own conclusions. Problem-solving approaches employ the scientific method, having students define problems, form hypotheses, test them through experiments or data collection, analyze evidence, and form conclusions. Both approaches aim to actively engage students in investigating concepts rather than simply being told information. They promote skills like critical thinking and develop scientific attitudes.

1. GUIDED/ EXPLORATORY
APPROACH

2. INQUIRY APPROACH
 “We will never be able to help children if we tell them
everything they need to know. Rather, we must provide them
with opportunities to explore, inquire and discover new
learnings” so goes a statement of a science teacher.

3.  The inquiry approach, sometimes termed “discovery ,” “heuristic”
and “problem solving” is defined simply as a teaching method which
is modeled after the investigative processes of scientist.

4.  When children are learning by interacting with their environment,
they are said to be inquiring. They are asking about something, doing
something to obtain information and processing that information.
Depending on the weight and relevance of the evidence, they
formulate their own conclusions.

5. INSTRUCTIONAL CHARACTERISTICS
 The teachers using this approach are aware of the following
commonly observed characteristics:
 1. Investigative processes such as inferring, measuring, predicting,
classifying, analyzing and experimenting, formulating conclusions and
generalizations are employed.

6.  2. The procedure in gathering information is not prescribed by the
teachers. The students are treated as independent learners. They
formulate their own hypothesis and suggest ways of testing them.
 3. The children are highly motivated to search, hence active
participation is the best indicator of inquisitiveness.

7.  4. The answers arrived at are genuine products of their own
efforts. This learning outcome is the best reward and guarantee of
lasting impact on the young.
 5. Focused questions before, during and after are critical
ingredients that provide direction and sustain action.

8. OUTCOMES OF INQUIRY TEACHING
 1. Because of its emphasis on the processes of gathering and
processing of information, the teachers are likely to doubt whether
they are gaining a clear understanding of content being introduced.
 2. Children learn best by manipulating and closely examining real
objects. Hence, instructional materials must be carefully selected and
planned for a meaningful quest and not a hit-or-miss routine.

9.  3. The inquiry approach which predominantly allows some degree
of freedom develops initiative and divergent thinking. Children resent
being restricted both in movement and in forming their own ideas.
 4. A deep sense of responsibility is developed when children are
left to manage their own learning. Experience gained from
independent inquiries make them realize the benefits derived from
self-managed learning.

10.  5. Educators strongly believe that facts and concepts that children
discover by themselves become stored as part of their permanent
learning.
 6. Experiencing success in discovering lessons builds up the
children’s feeling of confidence.
 7. Participation in inquiry activities strengthens one’s intellectual
capabilities

11. HOW TO FACILITATE INQUIRY
TEACHING
 1. Arrange for an ideal room setting.
 2. Choose tools and equipment that can easily be manipulated.
 3. The materials to be used or examined must lend easily to the
processes to be employed and the end product desired.
 4. The question/problems to be answered should originate from
them, followed by the formulation of hypothesis.
 5. The procedure should likewise be planned by them.
 6. At the completion of the activity, require an evaluation of the
steps undertaken as to its effectiveness and the clarity of the results.
 7. Above all, the teacher himself should internalize his changed
role to that of a guide, facilitator and counselor rather than the
traditional authority who not only determines the material to be
learned but also dictates how it should be learned.

12. PROBLEM SOLVING METHOD
 Problem solving is a teaching strategy that employs the scientific
method in searching for information. The five basic steps of the
scientific method are:
 1. Sensing and defining the problem.
 2. Formulating hypothesis
 3. Testing the likely hypothesis(by observing, conducting an
experiment, collecting and organizing data through normative
surveys)

13.  4. Analysis, interpretation and evaluation of evidence
 5. Formulating conclusion
• This approach is used most often in science and
mathematics classes. The students are trained to be
sensitive to any puzzling situation or to any difficult
situation that needs to be solved. Having defined the
problem clearly, a tentative solution is solicited. The
closest scientific guess is then pursued by undertaking
an appropriate investigative technique such as
performing an experiment or gathering data through
directed observations. Finally they led to formulate
conclusions.

14. ADVANTAGES
 1. This approach is most effective in developing skill in employing
the science processes.
 2. The scientific method can likewise be used effectively in other
non-science subjects.
 3. The student’s active involvement resulting in meaningful
experiences serves as a strong motivation to follow the scientific
procedure in future undertakings.
 4. Problem solving develops higher level of thinking skills.

15.  5. A keen sense of responsibility, originality and resoursefulness
are developed.
 6. The students become appreciative and grateful for the
achievement of scientist.
 7. Critical thinking, open-mindedness and wise judgement are
among scientific attitudes and values inculcated through competence
in the scientific method.
 8. The students learn to accept the opinions and evidence shared
by others.

16. THANK YOU!