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Have we revealed
the
mystery of enquiry
Prof. Dr. Suzanne Kapelari
Eu Education Project Coordinator
The INSTEM project was developed from the idea that
projects in STEM education should talk to each other and
share their ideas.
http://instem.tibs.at/
INSTEM - Synthesis Report (Gray, P. 2015)
This report is based on a review of documents supplied by 20+ of the STEM
(Science, Technology, Engineering & Mathematics) education projects funded in
FP7 and the LLP.
“A phenomenon or event that induces the
perception of suspense and wonder in
the learner, initiating an emotion-
laden ‘want-to-know’ feeling which
promotes curiosity and initiates the posing of
questions to be answered by enquiry and
problem-solving activities”
A Mystery is….
TEMI (2015). The Book of Science Mysteries, p.5
“A phenomenon or event that induces the
perception of suspense and wonder in
the learner, initiating an emotion-laden ‘want-
to-know’ feeling which promotes curiosity
and initiates the posing of questions to be
answered by enquiry and problem-solving
activities”
A Mystery is….
TEMI (2015). The Book of Science Mysteries, p.5
http://www.scientix.eu/web/guest/home
Engagement
Exploration
Explanation
Elaboration
Evaluation
The Rocard Report on Science Education (2007)
Science Education in Europe Critical Reflection
(J. Osborne , J. Dillon, 2008)
2007 -2016
Engagement
.. assesses the learners prior
knowledge… helps to engage with a new
concept … and organises students
thinking towards outcomes of current
activities
How does Inquiry Based Science Teaching look like?
inquiry or
enquiry ?
What is Inquiry Based Science Eduaction ?
How shall we translate the concept into other European languages ?
Where should Inquiry Based Science Education take place?
Exploration
Current concepts, identity processes and
skills and facilitate conceptual change
Hands-on? Minds-on?
Exploration
Current concepts, identity processes and
skills and facilitate conceptual change
Exploration
Current concepts, identity processes and
skills and facilitate conceptual change
[…] that there was no statistically significant association between amount of
inquiry saturation and increased student science conceptual learning.
However, subsequent model refinement indicated that the amount of active
thinking, and emphasis on drawing conclusions from data, were in some
instances significant predictors of the increased likelihood of student
understanding of science content (Minner et al., 2010, p. 493)
Exploration
Current concepts, identity processes and
skills and facilitate conceptual change
IBSME: Inquiry Bases Science and Math Education
IBSMTE: Inquiry Based Science, Math and Technology Education
IBSMTAE: Inquiry Based Science, Math and Technology and Art Education
IBSE should be linked to:
Botanic Gardens, Science Centers, Museums etc.
Learning about the world of work
Incorporated mysteries
Nano-technology
Creativity – and arts
Etc.
Hooks to motivate learners might be
Explanation
focus attention on a particular aspect of
engagement ….demonstrate conceptual
understanding - Directly introduce a
concept - learners explain their concept
explanation from the teacher is added
Explanation
There should be better alignment between pedagogy, curricula and
assessment systems, ensuring that assessment reflects new teaching
methods and that the curriculum facilitates inquiry rather than
constraining it.
There should be better coordination between curricula, textbooks online
resources and teacher competences
focus attention on a particular aspect of
engagement ….demonstrate conceptual
understanding - Directly introduce a
concept - learners explain their concept
explanation from the teacher is added
There is a need for more coherent and learning oriented
professional development programs for teachers in order to
improve their confidence and their repertoire of action in relation
to Inquiry Based Learning
IBSE has a great potential but is a challenging task
Explanation
focus attention on a particular aspect of
engagement ….demonstrate conceptual
understanding - Directly introduce a
concept - learners explain their concept
explanation from the teacher is added
Elaboration
From “open” to “sensibly guided” inquiry
Challenge and extend conceptual
understanding and skills – develop deeper
and broader understanding - apply this
understanding
Scaffolding is the support needed to assist students in
achieving their learning goals
Metacognitive
Procedural
Strategic
Conceptual
Metacognition reduce the amount of metal processing
Methods to show a process
Reduce the problem to its core
finding other ways to approach the task
Recognising relationships between things
Once the idea is built the scaffolding can be removed
Elaboration
Challenge and extend conceptual
understanding and skills – develop deeper
and broader understanding - apply this
understanding
Elaboration
interpretation
graphic
visual
phenomenon
prompts and hints
explanation at the
right time
Small group or partner
work
articulate current understanding
links to background
knowledge teachers active
engagement
Challenge and extend conceptual
understanding and skills – develop deeper
and broader understanding - apply this
understanding
THE 5E INSTRUCTIONAL MODEL
The BSCS 5E Instructional Model:
Origins, Effectiveness, and
Applications.
Roger W. Bybee, Joseph A Taylor, April
Gardner, Pamela Van Scotter, Janet
Carlson Powell, Anne Westbrook,
Nancy Landes.
Biological Science Curriculum Study , July 2006
Elaboration
Challenge and extend conceptual
understanding and skills – develop deeper
and broader understanding - apply this
understanding
Source: The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications. Roger W. Bybee, Joseph A Taylor, April Gardner, Pamela
Van Scotter, Janet Carlson Powell, Anne Westbrook, Nancy Landes. BSCS July 2006 19
Evaluation
Encourages to assess their understanding
and abilities – provide opportunities for the
teacher to evaluate the process
Educational change in Europe should be implemented in line with a
well – defined long - Term vision, which incorporates the best
features of national systems
There should be more clarity about what constitutes impact for
STEM projects and more systemic capacity to measure and monitor
impact.
The duration of educational projects should reflect the long – term
reality of school timeframes, in other words short – term
interventions are not enough to ensure long - term change, even
when ‘ multiplier ’ effects are taken into account.
 the use of mysteries to capture the
students’ imagination and motivation;
 the 5E cycle to help pupils explore and
evaluate their learning;
 presentation skills to allow teachers to
feel comfortable with presenting
mysteries in the classroom;
 a method by which the responsibility
for learning is transferred gradually
from the teacher to the student, which
flips the traditional
The Mystery of Enquiry
The TEMI teaching methodology incorporates four key
innovations:
Engage
Explore
Explain
Elaborate
Evaluate
Big Picnic: 2016-2019 Food Security
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-Based Science Instruction—
What Is It and Does It Matter? Results from a Research Synthesis Years 1984 to
2002. Journal of Research in Science Teaching, 47(4), 474–496.
Bybee, R. W., Taylor, J. A., Gardener, A., VanScotter, P., Powell, J. C., Westbrook, A.,
& Landes, N. (2006). The BSCS 5E Instructional Model: Origins and Effectiveness. A
report Prepared for the Office of Science Education National Institutes of Health.
http://sharepoint.snoqualmie.k12.wa.us/mshs/ramseyerd/Science%20Inquiry%20
1%2020112012/What%20is%20Inquiry%20Sciecne%20(long%20version).pdf
Accessed 1 April 2014.
Gray, P. (2015) . An Inquiry into inquiry: EU projects and science education.
http://instem.tibs.at/sites/instem.tibs.at/files/upload/WP2%20Final%20synthesis
%20report%20D2.4%20finale.pdf Accessed 1. April 2016
TEMI (2015). The Book of Science Mysteries. http://teachingmysteries.eu/wp-
content/themes/temi/pdf/TEMI_BookOfScienceMysteries.pdf Accessed 1 April
2016
References

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Have we revealed the mystery of inquiry teaching?

  • 1. Have we revealed the mystery of enquiry Prof. Dr. Suzanne Kapelari Eu Education Project Coordinator
  • 2. The INSTEM project was developed from the idea that projects in STEM education should talk to each other and share their ideas. http://instem.tibs.at/ INSTEM - Synthesis Report (Gray, P. 2015) This report is based on a review of documents supplied by 20+ of the STEM (Science, Technology, Engineering & Mathematics) education projects funded in FP7 and the LLP.
  • 3. “A phenomenon or event that induces the perception of suspense and wonder in the learner, initiating an emotion- laden ‘want-to-know’ feeling which promotes curiosity and initiates the posing of questions to be answered by enquiry and problem-solving activities” A Mystery is…. TEMI (2015). The Book of Science Mysteries, p.5
  • 4. “A phenomenon or event that induces the perception of suspense and wonder in the learner, initiating an emotion-laden ‘want- to-know’ feeling which promotes curiosity and initiates the posing of questions to be answered by enquiry and problem-solving activities” A Mystery is…. TEMI (2015). The Book of Science Mysteries, p.5
  • 6. Engagement Exploration Explanation Elaboration Evaluation The Rocard Report on Science Education (2007) Science Education in Europe Critical Reflection (J. Osborne , J. Dillon, 2008) 2007 -2016
  • 7. Engagement .. assesses the learners prior knowledge… helps to engage with a new concept … and organises students thinking towards outcomes of current activities How does Inquiry Based Science Teaching look like? inquiry or enquiry ? What is Inquiry Based Science Eduaction ? How shall we translate the concept into other European languages ?
  • 8. Where should Inquiry Based Science Education take place? Exploration Current concepts, identity processes and skills and facilitate conceptual change
  • 9. Hands-on? Minds-on? Exploration Current concepts, identity processes and skills and facilitate conceptual change
  • 10. Exploration Current concepts, identity processes and skills and facilitate conceptual change
  • 11. […] that there was no statistically significant association between amount of inquiry saturation and increased student science conceptual learning. However, subsequent model refinement indicated that the amount of active thinking, and emphasis on drawing conclusions from data, were in some instances significant predictors of the increased likelihood of student understanding of science content (Minner et al., 2010, p. 493) Exploration Current concepts, identity processes and skills and facilitate conceptual change
  • 12. IBSME: Inquiry Bases Science and Math Education IBSMTE: Inquiry Based Science, Math and Technology Education IBSMTAE: Inquiry Based Science, Math and Technology and Art Education IBSE should be linked to: Botanic Gardens, Science Centers, Museums etc. Learning about the world of work Incorporated mysteries Nano-technology Creativity – and arts Etc. Hooks to motivate learners might be Explanation focus attention on a particular aspect of engagement ….demonstrate conceptual understanding - Directly introduce a concept - learners explain their concept explanation from the teacher is added
  • 13. Explanation There should be better alignment between pedagogy, curricula and assessment systems, ensuring that assessment reflects new teaching methods and that the curriculum facilitates inquiry rather than constraining it. There should be better coordination between curricula, textbooks online resources and teacher competences focus attention on a particular aspect of engagement ….demonstrate conceptual understanding - Directly introduce a concept - learners explain their concept explanation from the teacher is added
  • 14. There is a need for more coherent and learning oriented professional development programs for teachers in order to improve their confidence and their repertoire of action in relation to Inquiry Based Learning IBSE has a great potential but is a challenging task Explanation focus attention on a particular aspect of engagement ….demonstrate conceptual understanding - Directly introduce a concept - learners explain their concept explanation from the teacher is added
  • 15. Elaboration From “open” to “sensibly guided” inquiry Challenge and extend conceptual understanding and skills – develop deeper and broader understanding - apply this understanding
  • 16. Scaffolding is the support needed to assist students in achieving their learning goals Metacognitive Procedural Strategic Conceptual Metacognition reduce the amount of metal processing Methods to show a process Reduce the problem to its core finding other ways to approach the task Recognising relationships between things Once the idea is built the scaffolding can be removed Elaboration Challenge and extend conceptual understanding and skills – develop deeper and broader understanding - apply this understanding
  • 17. Elaboration interpretation graphic visual phenomenon prompts and hints explanation at the right time Small group or partner work articulate current understanding links to background knowledge teachers active engagement Challenge and extend conceptual understanding and skills – develop deeper and broader understanding - apply this understanding
  • 18. THE 5E INSTRUCTIONAL MODEL The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications. Roger W. Bybee, Joseph A Taylor, April Gardner, Pamela Van Scotter, Janet Carlson Powell, Anne Westbrook, Nancy Landes. Biological Science Curriculum Study , July 2006 Elaboration Challenge and extend conceptual understanding and skills – develop deeper and broader understanding - apply this understanding
  • 19. Source: The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications. Roger W. Bybee, Joseph A Taylor, April Gardner, Pamela Van Scotter, Janet Carlson Powell, Anne Westbrook, Nancy Landes. BSCS July 2006 19
  • 20. Evaluation Encourages to assess their understanding and abilities – provide opportunities for the teacher to evaluate the process Educational change in Europe should be implemented in line with a well – defined long - Term vision, which incorporates the best features of national systems There should be more clarity about what constitutes impact for STEM projects and more systemic capacity to measure and monitor impact. The duration of educational projects should reflect the long – term reality of school timeframes, in other words short – term interventions are not enough to ensure long - term change, even when ‘ multiplier ’ effects are taken into account.
  • 21.  the use of mysteries to capture the students’ imagination and motivation;  the 5E cycle to help pupils explore and evaluate their learning;  presentation skills to allow teachers to feel comfortable with presenting mysteries in the classroom;  a method by which the responsibility for learning is transferred gradually from the teacher to the student, which flips the traditional The Mystery of Enquiry The TEMI teaching methodology incorporates four key innovations:
  • 23. Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-Based Science Instruction— What Is It and Does It Matter? Results from a Research Synthesis Years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496. Bybee, R. W., Taylor, J. A., Gardener, A., VanScotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E Instructional Model: Origins and Effectiveness. A report Prepared for the Office of Science Education National Institutes of Health. http://sharepoint.snoqualmie.k12.wa.us/mshs/ramseyerd/Science%20Inquiry%20 1%2020112012/What%20is%20Inquiry%20Sciecne%20(long%20version).pdf Accessed 1 April 2014. Gray, P. (2015) . An Inquiry into inquiry: EU projects and science education. http://instem.tibs.at/sites/instem.tibs.at/files/upload/WP2%20Final%20synthesis %20report%20D2.4%20finale.pdf Accessed 1. April 2016 TEMI (2015). The Book of Science Mysteries. http://teachingmysteries.eu/wp- content/themes/temi/pdf/TEMI_BookOfScienceMysteries.pdf Accessed 1 April 2016 References

Editor's Notes

  1. The review is as comprehensive as possible but cannot be exhaustive, due to the continual proliferation of projects and documents.
  2. Mystery happend 8 years ago