The document outlines a seminar-workshop led by Eugene Louie G. Ibarra focused on inquiry-based teaching methods, emphasizing the importance of scientific inquiry and constructivism in education. It includes various activities for participants to engage with concepts such as Möbius strips and describes different levels of inquiry-based learning, from confirmation to open inquiry. Key insights highlight how inquiry-based learning facilitates student engagement, critical thinking, and the development of scientific skills through exploration and evidence-based reasoning.

1. Division Seminar-Workshop on
Content, Pedagogy and Assessment
Inquiry-Based
Approach
EUGENE LOUIE G. IBARRA, T-1
Presenter

2. OBJECTIVES OF THE SESSION:
1.Develop insights on what is Inquiry-based teaching.
2. Explain how can scientific inquiry be incorporated into
the curriculum?
3. Discuss learners in an inquiry-based classroom.
4. Explain the four levels of inquiry.
5. Relate the principles of constructivism to an inquiry-based
approach of teaching.
6. Identify the least learned competencies and make an
activity applying inquiry- based learning approach.
8.Participate proactively during the session by sharing ideas
and experiences about the topic.

3. Activity 1A: 1minute
Investigate and explore the single
strip.

4. Activity 1B:
Möbius Strips
Möbius Strips

5. The Möbius Strip
qwas discovered by German Mathematician August
Mobius.
Let’s investigate the fascinating result when
you explore and engage with Möbius strips.

6. 1. Begin with a strip of paper Mark
one end A as shown in the Figure.
A

7. 2. Turn over one end of the paper
so as to form a half-twist and
mark it B.

8. 3.Now, join the ends so as to form the
figure known as the Möbius strip.

9. 1. How did you find the activity?
2. How many among you
were able to make/not able
to make the Mobius Strip?

10. 3. For those who were able to make
the Mobius Strip, what are the
techniques that you used to make the
Mobius Strip?

11. 4. For those who did not make it, what
problems did you encounter while
making the Mobius Strip?
5. What interesting information can you
get from the Möbius strip?

12. Activity 1C:
Möbius Strips

13. 1. Using the mobius strip
from the last activity. What
can you infer if you draw a
line from A to B?

14. Activity 1D:
Möbius Strips

15. Group 1
Form a new Mobius Strip again, cut out a line along
the band until both ends meet and discover the
resulting figure.
Group 2
Form a new Mobius Strip again, but this time cut out
a line that is approximately one-third of the way along
the band until both ends meet and discover the resulting
figure.

16. Group 3
Form again a band with two-half twist. Cut out the
center along the strip and discover the resulting figure.
Group 4
1. Repeat the preceding activity, but begin with the
band that has three-haft twist.
2. Cut out the center along the strip and discover the
resulting figure.

17. Group 5
1. Cut the two ends of the strip into three.
2. Mark top end from right to left side A1, A2, A3, and mark the
back of the bottom end from right to left side B1, B2, & B3.
3. Twist the band with one-half twist and connect the ends of A2 &
B2 making strip A2B2, connect A1 & B3 over strip A2B2 making
strip A1B3, and connect A3 & B1 between the strips A1B3 & A2B2
making strip A3B1.
4. Then cut A1B3 along the strip, after that, flip the mobius strip
vertically then cut it all throughout the strip and discover the
resulting figure.

18. 10
minutes
End

19. SHARING (10 minutes)
Answer the following questions
Write your answers on the manila paper.
Choose a rapporteur
Present your work to the class.

20. 6. For Those who did not make it, what problems
did you encounter while making the Mobius
Strip?
7. What have you learned from your experience in
making mobius scripts?
8. What word/s can you give to describe your

22. INQUIRY-BASED
LEARNING

23. Inquiry-based learning (IBL) is a
pedagogy which best enables students
to experience the processes of
knowledge creation and the key
attributes are learning stimulated by
inquiry, a student-centered approach,
a move to self-directed learning, and
an active approach to learning.

24. are engaged in essentially open-ended, studentcentered, hands-on activities.”
-Questioning
-Investigating
-Using evidences to describe, explain and predict
-Connecting evidences to knowledge
-Sharing findings
In IBL learners are engaged in essentially
open-ended, student centered, hands-on
activities.”

25. Inquiry Level 4 Description Example
OPEN INQUIRY
At the highest level of Inquiry-Based Learning,
within broad parameter, learners establish
ownership of the experiment and findings.
They are allowed to choose a topic or idea that
is of interest and begin to formulate their own
research question(s) and design a procedure to
conduct the study. Once the study is complete,
you may have them prepare a report or
presentation detailing the findings and results.
You direct students to choose an edible
substance and analyze how it chemically
interacts with the human body.
Why inquiry -based Learning ?

27. Pioneers of Constructivism
 John Dewey (1859-1952). First American constructivist who believed that learning
and experience go hand in hand and knowledge comes from a personal
interaction between the learner and his or her environment.
- He believed that most activities presented to students too often involve the
interests of the teacher and not the student.
- He also advocated outdoor learning.
 Lev Vygotsky (1896-1934: Russian constructivist who believed that language and
social interaction were extremely important in developing knowledge.
- Without peers and teachers modeling and providing support, students will
“take fewer chances.”
- Modern equivalent is “scaffolding.”

28.  David Ausubel: Believed that without linkages to prior knowledge, retention
suffers.
- Believed in the Chinese proverb: Tell me and I forget, show me and I
remember, let me do it and I understand.
- “The single most important factor influencing learning is what the learner
already knows; ascertain this, and teach him accordingly.” (Ausubel, 1978)
From all of these studies, the learning cycle was developed: 5 Es
1. Engagement -- The “hook” also links to prior knowledge
2. Exploration -- Pose Q’s and take data
3. Explanation -- Concept development and communication
4. Extension -- Apply to real world, predict and phase 2 exploration
5. Evaluation -- Closure and assessment

29. “The passive view of teaching views the learner as ‘an empty
vessel’ to be filled with knowledge, whereas constructivism
states that learners construct meaning only through active
engagement with the world (such as experiments or real-world
problem solving)” (McLeod, 2019)

30. Inquiry Level 4 Description Example
OPEN INQUIRY
At the highest level of Inquiry-Based Learning,
within broad parameter, learners establish
ownership of the experiment and findings.
They are allowed to choose a topic or idea that
is of interest and begin to formulate their own
research question(s) and design a procedure to
conduct the study. Once the study is complete,
you may have them prepare a report or
presentation detailing the findings and results.
You direct students to choose an edible
substance and analyze how it chemically
interacts with the human body.
How will you describe learners in
an inquiry -based classroom ?

31. In 1 minute
In a metacard, describe an
Inquiry-based classroom.

32. In an inquiry based classroom, learners are:
 engage in scientifically oriented questions
 give priority to evidence in responding to questions
 formulates explanations from evidence
 connect explanations to scientific knowledge
 communicates and justifies explanations.
 engage in discussions of the ideas and processes
involved.

33. Inquiry Level 4 Description Example
OPEN INQUIRY
At the highest level of Inquiry-Based Learning,
within broad parameter, learners establish
ownership of the experiment and findings.
They are allowed to choose a topic or idea that
is of interest and begin to formulate their own
research question(s) and design a procedure to
conduct the study. Once the study is complete,
you may have them prepare a report or
presentation detailing the findings and results.
You direct students to choose an edible
substance and analyze how it chemically
interacts with the human body.
“If we are only teaching what we know, our
children can only do as bad as we are doing, and
this is the challenge we are facing – we have
to go beyond it.”
(Pauli, 2009, TEDx)

34. Inquiry Level 4 Description Example
OPEN INQUIRY
At the highest level of Inquiry-Based Learning,
within broad parameter, learners establish
ownership of the experiment and findings.
They are allowed to choose a topic or idea that
is of interest and begin to formulate their own
research question(s) and design a procedure to
conduct the study. Once the study is complete,
you may have them prepare a report or
presentation detailing the findings and results.
You direct students to choose an edible
substance and analyze how it chemically
interacts with the human body.
Edelson (1999) identifies three benefits of inquiry-
based learning: acquiring general inquiry abilities,
acquiring specific investigation skills and
developing an improved understanding of the
concepts.

35. Inquiry Level 4 Description Example
OPEN INQUIRY
At the highest level of Inquiry-Based Learning,
within broad parameter, learners establish
ownership of the experiment and findings.
They are allowed to choose a topic or idea that
is of interest and begin to formulate their own
research question(s) and design a procedure to
conduct the study. Once the study is complete,
you may have them prepare a report or
presentation detailing the findings and results.
You direct students to choose an edible
substance and analyze how it chemically
interacts with the human body.
LEVELS OF INQUIRY
LEARNING

36. Inquiry Level 1 Description Example
CONFIRMATION This level is the most familiar and the
easiest to do. At this level, you will develop
both the questions and a procedure that
will guide students through an activity with
known results.
“ In this investigation you will confirm
that the rate of a chemical reaction
increases as the temperature of the
reacting materials increases. You will use
effervescent antacid tablets to verify this
principle.
Using the following procedure, record
the result as indicated, and answer the
questions at the end of the activity.”
LEVELS OF INQUIRY LEARNING

37. Inquiry
Level 2
Description Example
STRUCT
URED
INQUIR
Y
This level is similar
to Level 1, but now
involves developing a
foundation for inquiry
and critical thinking
skills.
You provide an
initial question and an
outlined procedure for
students to follow.
Important, however, is
that the results are
unknown.
You direct students
to take soil samples
from several different
locations (e.g. home,
school, park) and
analyze the
composition for
differences.
Inquiry Level 2 Description Example
STRUCTURED
INQUIRY
This level is similar to Level 1, but now
involves developing a foundation for inquiry
and critical thinking skills.
You provide an initial question and an
outlined procedure for students to follow.
Important, however, is that the results are
unknown.
You direct students to take soil samples
from several different locations (e.g. home,
school, park) and analyze the composition
for differences.
LEVELS OF INQUIRY LEARNING

38. Inquiry Level 1 Description Example
GUIDED
INQUIRY
This level allows students to take more
ownership for the experiment and
findings. They are responsible for
designing the procedure and following it
to answer the question that you provided.
Learners build upon skills gained from
earlier levels, as well as incorporate more
problem-solving and critical thinking skills.
Because learners now have more freedom
in developing the procedure and and
finding useful content, it is important for
you to provide guidance and feedback
where necessary.
You ask students how the materials
used in traditional and contemporary
buildings in specific climates compare in
terms of energy efficiency and
minimization of resource usage.
Inquiry Level 3 Description Example
GUIDED INQUIRY
This level allows students to take more ownership
for the experiment and findings. They are responsible
for designing the procedure and following it to answer
the question that you provided.
Learners build upon skills gained from earlier
levels, as well as incorporate more problem-solving
and critical thinking skills. Because learners now have
more freedom in developing the procedure and and
finding useful content, it is important for you to
provide guidance and feedback where necessary.
You ask students how the
materials used in traditional and
contemporary buildings in specific
climates compare in terms of
energy efficiency and minimization
of resource usage.
LEVELS OF INQUIRY LEARNING

39. Inquiry Level 4 Description Example
OPEN INQUIRY
At the highest level of Inquiry-Based Learning,
within broad parameter, learners establish
ownership of the experiment and findings.
They are allowed to choose a topic or idea that
is of interest and begin to formulate their own
research question(s) and design a procedure to
conduct the study. Once the study is complete,
you may have them prepare a report or
presentation detailing the findings and results.
You direct students to choose an edible
substance and analyze how it chemically
interacts with the human body.
Inquiry Level 4 Description Example
OPEN INQUIRY
At the highest level of Inquiry-Based Learning,
within broad parameter, learners establish ownership
of the experiment and findings.
They are allowed to choose a topic or idea that is of
interest and begin to formulate their own research
question(s) and design a procedure to conduct the
study. Once the study is complete, you may have them
prepare a report or presentation detailing the findings
and results.
You direct students to choose
an edible substance and analyze
how it chemically interacts with
the human body.
LEVELS OF INQUIRY LEARNING

40. Level of Inquiry Problem Procedure Solution
Level 4 Open Inquiry Student Student Student
Level 3 Guided Inquiry Teacher Student Student
Level 2 Structured Inquiry Teacher Teacher Student
Level 1 Confirmation Teacher Teacher Teacher
Confirmation Inquiry
Structured Inquiry
Guided Inquiry
Open Inquiry
LEVELS OF
INQUIRY
LEARNING

41. Activity 2: (5 minutes)
Levels of Inquiry

42. In what level of inquiry do the last four
activities (1A, 1B, 1C and 1D) fall?
Write your answer on the metacards, choose a
rapporteur and explain your answer.

43. 5
MinuteS
End

44. Let us
answer!

47. How can scientific inquiry be incorporated into the curriculum?
How can we create an inquiry-based classroom ?
 In the early grades, students should be exposed to science as a “hands-on, minds-
on” process and encouraged to explore and raise questions about the world around
them.
 As they go up the grades, they should develop skills to design and conduct
investigations addressing self-, as well as teacher-generated questions, and
involving identifying and controlling variables.
 Through the grades, students should develop abilities to systematically collect and
organize data and communicate investigations, culminating in abilities to
formulate explanations or models based on results of investigations.

48. Grade
Level
Inquiry Skills
A
Ask questions about the
natural world (materials,
events, phenomena, and
experiences)
B
Design and conduct
investigations
using appropriate procedure,
materials, tools, and
equipment
C
Employ different strategies
to obtain information from
different sources
D
Communicate results of
investigations
using appropriate
presentation tools
K-G4  Ask questions based on
observations
 Carry out simple tests to
answer questions
 Collect data using
appropriate tools and
equipment
 Use metric system
• Use different strategies in
obtaining relevant
information (e.g. library,
discussion groups,
resource persons,
interviews, surveys)
 Gather information from
available sources print
and non-print materials,
resource persons)
 Cite sources of
information
 Draw/describe
observations
 Organize and explain data
using tables, graphs and
charts
 State inferences based on
data

49. G5-6 Ask scientific
questions that can
be investigated
empirically
Carry out structured
scientific investigations
- Visualize the steps in
an investigation
- Identify variables
which should be held
constant and one which
should be changed
- Collect data using
appropriate tools and
equipment
- Record and organize
data
- Analyze and interpret
collected data
- State a conclusion
based on the data (may
be relationship between
variables)
Gather relevant
information from
reliable sources (e.g.
print and non-print
materials, resource
persons + websites)
Cite sources of
information
 Present data in
different formats (e.g.
flow chart, schematic
diagrams, sketches
and other available
technology
 Discuss topics in
groups

50. G7-10  Ask questions
beyond direct
observations
which may be
based on
science
principles
 Design and conduct
unstructured scientific
investigation
- Identify a problem to be
investigated
- State the objectives of the
investigation
- Identify variables involved in the
investigation
- Plan a procedure to solve the
problem
- Collect data using appropriate
tools and equipment
- Record and organize data
- Analyze and interpret collected
data (consider sources of error,
limitations of instruments)
- Consider alternative or possible
explanations of data
 Gather relevant
information from
reliable sources
(e.g. print and
non-print
materials,
resource persons
+ websites +
scientific
journals)
 Cite references
using currently
accepted styles
 Write a report of
investigation
 Summarize and
present results of
investigation
using available
technology

51. Inquiry Level 4 Description Example
OPEN INQUIRY
At the highest level of Inquiry-Based Learning,
within broad parameter, learners establish
ownership of the experiment and findings.
They are allowed to choose a topic or idea that
is of interest and begin to formulate their own
research question(s) and design a procedure to
conduct the study. Once the study is complete,
you may have them prepare a report or
presentation detailing the findings and results.
You direct students to choose an edible
substance and analyze how it chemically
interacts with the human body.
Inquiry-based learning perspective:
From a student point-of-view, inquiry-based learning focuses on
investigating an open question or problem. They must use
evidence-based reasoning and creative problem-solving to reach
a conclusion, which they must defend or present.
From a teacher point-of-view, inquiry-based teaching focuses on
moving students beyond general curiosity into the realms of
critical thinking and understanding. You must encourage
students to ask questions and support them through the
investigation process, understanding when to begin and how to
structure an inquiry activity.

52. Inquiry Level 4 Description Example
OPEN INQUIRY
At the highest level of Inquiry-Based Learning,
within broad parameter, learners establish
ownership of the experiment and findings.
They are allowed to choose a topic or idea that
is of interest and begin to formulate their own
research question(s) and design a procedure to
conduct the study. Once the study is complete,
you may have them prepare a report or
presentation detailing the findings and results.
You direct students to choose an edible
substance and analyze how it chemically
interacts with the human body.
Activity No. 3 Group Workshop per Learning Area
Group yourselves per learning area. Choose I least learned competency and plan
an activity for your learner employing the IBL approach. ( 10 mins)
Insights in practicing Inquiry-based in the classroom. (2min.)
Presentation ( 3mins.)

54. REFERENCES :
Biological Sciences Curriculum Study. (2005). Doing Science: The Process of Scientific Inquiry. Colorado: BSCS.
Gall M. (1970). Gall M.D. (1970). The Use of Questions in Teaching. Review of Educational Research. 40, 707-721 retrieved from http://rer.sagepub.com/
content/40/5/707.full.pdf
Harlen W. (2014). Helping Children’s Development of Inquiry Skills. Inquiry in Primary Science Education, 1 , 5-19 retrieved from http://prisci.net/ipse/papers/
%20IPSE%20Volume%201%20No%201%20Wynne%20Harlen%20p%205%20%2019.pdf
Llewellyn D. (2011). Differentiated Science Inquiry. California: Corwin. National Research Council (2000). Inquiry and the National Science Education Standards.
Washington:
NationalAcademy Press.Ostlund K. (1996). Rising to the Challenge of the National Science Education Standards. Fresno, California: S & K Associates. Padilla, M.
(1990). Research Matters to the Science Teacher. NARST.
Waite-Stupiansky, S. (1997). Building Understanding Together:AConstructivistApproach to Early Childhood Education. New York: Delmar Publishers
Witt C & Ulmer J (2010) The Impact of Inquiry Based Learning on theAcademicAchievement of Middle School Students
Shymansky, J.A., Kyle, W. C., &Alport, J. M. (1983). The Effects of New Science Curricula on Student Performance.