Richard suchman enquiry training method by yes and no method

1. M . B . P. G C O L L E G E
H A L D W A N I , N A I N I T A L
Richard Suchman Inquiry Training
Method
Paper code-B103
Principle And Method Of Teaching
Object
By-
PANKAJ SANWAL
To-
Dr. RENU RAWAT

2. S U C H M A N I N Q U I R Y M O D E L
Richard Suchman’s model supports the belief that students should become
autonomous, self-directed learners. This inquiry strategy presents a puzzling
problem related to a concept. Suchman calls this problem a “discrepant
event.” Students are then instructed that they are to propose hypotheses and
ideas that would explain the phenomenon by asking questions that the
teacher can answer with "Yes," "No," or "Maybe."
The Suchman Inquiry Model facilitates students to think through an event or
problem and ask questions to find a solution. Students take an active role
and engage in applying higher-order thinking skills.

3. P R O C E D U R E
1. Introduce a discrepant event, a puzzling situation that challenges students
to
provide a theory of explanation.
2. Have students ask questions to gather data. They can only ask the teacher
single questions that can be answered by a “yes” or “no” response.
3. The teacher responds to the questions to help students gather data and
also
guides students to clarify as needed.
4. The teacher asks student to formalize the data and formulate an
explanation.
Students solve the problem with the information they have collected.
5. Finally, the teacher guides students to analyze their thinking and

4. B A S I C E L E M E N T S O F I N Q U I R Y T R A I N I N G
M O D E L
The inquiry training model has following goals:
1. The Focus
The model is specifically meant for developing mental powers which are used in
research, inquiry or investigations. Suchman himself describes the objectives of this
model as follows:
(a) To develop the cognitive skills of searching and data-processing and the concepts
of logic and causality necessary for inquiring autonomously and productively.
(b) To give the learners a new approach to learning which is helpful in building
concepts through the analysis of concrete episodes and the discovery of relationships
between variables.
(c) To capitalize on two intrinsic sources of motivation, the rewarding experience of
discovery and the excitement that is inherent a autonomous searching and data
processing.

5. Suchman's aim was to have a teaching strategy which should consist of activities
which are mostly autonomously controlled and intrinsically rewarded (p. 28). The
critical element in the model is to put the learners into a situation where they
would have to try to find out the answer to a puzzling situation.
Thus, the focus of this model is to help the students develop an intellectual
discipline and skills necessary to arise questions and search out answers
stemming from curiosity. Inquiry training begins by presenting before the
students a puzzling event. Suchman holds that faced with such a problem the
students are naturally motivated to solve the puzzle.
2. Syntax
Syntax means the description of the model in action. The inquiry training model
has five phases:

6. P H A S E 1 : E N C O U N T E R W I T H T H E P R O B L E M
In this phase, the teacher presents a puzzling situation before the
students and explains the inquiry procedures. Its aim is to create
new knowledge. The initial inquiry is based on simple ideas
P H A S E 2 : D A T A G A T H E R I N G & V E R I F I C A T I O N
The students here try to collect detailed information about the
problem. They try to seek clarifications about the doubts concerning
the problem. Teacher virtually prepares the ground for the success
of the model. The teacher should have an encouraging attitude.
During verification, they can ask a question regarding the object,
even property etc.

7. P H A S E 3 : D ATA G AT H E R I N G F O R
E X P E R I M E N TAT I O N
This is a stage when the student actually starts putting questions
and the teacher is reacting to their questions by saying yes or no as
the case may be. This questioning by the student is continued till
they are able to reach the stage where mystery could be solved.
P H A S E 4 : F O R M U L A T I N G A N D E X P L A I N I N G
In this the phase, the teacher will invite the pupils to explain things.
Through explanation, rules may be formulated. The deviation is also
checked so that efforts are applied in the right direction and no
energy goes waste.

8. P H A S E 5 : A N A LY S I S O F T H E I N Q U I R Y
P R O C E S S
In this phase, the students analyze and reflect on the methods they
adopted for inquiry. This helps in finding out a suitable solution to
the various issues involved i.e the main problem, the right strategy
for it etc.
P R I N C I P L E O F R E A C T I O N
1. Ensure that the phrasing of the 'yes' and 'no' questions is done
correctly. There should be no double barrel questions.
2. If the above is true, the teacher must ask the students to
rephrase his or her question.
3. Make sure that the other students take-off from questions
already asked and that there should be no repetition. The

9. teacher should also point out points which are not valid.
4. Use the language of the inquiry process.
5. In the process of the model the students will come up with hypotheses.
The teacher must avoid evaluating the students' theories.
6. Ask the students to make clear statements of theories and provide
support for their generalization.
7. Encourage interaction.

10. S O C I A L S Y S T E M
The teacher selects or designs the puzzling situation and
presents it to the students. However, during the enquiry
session teachers and students participate as equals. As the
students learn the principles of inquiry, the teacher guides
them to use the resource material and perform
experiments and conduct discussion with other students.
Once the students are trained in the principles of enquiry
they are given freedom to select or design their own
puzzling situations and play the game on their own or on
their peer group.

11. S U P P O R T S Y S T E M
All the specific conditions required for the smooth running of all
phases of the model are called the support system. These would
include books, films, posters and apparatus required for
experimentation etc.

12. PHASES WITH THE
HELP OF EXAMPLE

13. INQUIRY TRAINING MODEL
School Name- ABC
Name of Student Teacher- XYZ Class-MNO
Subject- Science Time-40Mins
Topic- Property of Air.
Objective- The aim of this model is to encourage students to ask
questions related to topic and to make them understand about the
property of hot Air.
Principle- Hot air become lighter and rises up.
Important Equipment-We have various equipment like container,
balloon, bottles etc.

14. P R E S E N TAT I O N O F P R O B L E M / C O N C E P T
Two bottles having balloon fixed in mouth are
put in a container, which is filled with fluid.
After sometime students observe that balloon
on the mouth of bottle B inflates while the
balloon on the mouth of bottle A remain same
as it was earlier.
Students will ask questions to collect
facts and to reach the conclusion.

15. • Students: Are both bottles is of different size?
• Teacher: No
• Students: Are both the balloon are different size?
• Teacher: No
• Students: Are both container is of different size and shape?
• Teacher: No
• Students: Is liquid in both container are different?
• Teacher: No
• Students: Is there any coldrinks inside the bottle?
• Teacher: No
• Students: Is there any Jin inside the bottle?
• Teacher: No

16. • Students: Is there any magician who is doing this?
• Teacher: No
• Students: Is temperature of both the liquid are same
• Teacher: No
• Students: Is temperature of liquid different?
• Teacher: Yes
• Students: Is this happening because of temperature differences?
• Teacher: Yes

17. N O W S T U D E N T S W I L L T E S T T H E
H Y P O T H E S E S T H E Y M A D E T H R O U G H “ Y E S ”
& “ N O ”
Students find that size of bottle, balloon, container has no effect on the balloon
but if we exchange the liquid of two container then the container having liquid
with high temperature, inflates the balloon and concluded that temperature and
inflation of balloon have Cause and Effect relation.
Then teacher gave some more examples and relate it with examples of daily life
that air expands when get heated.
For example-
1. Mostly in summer bicycle tyres burst.
2. Flame of candle is always upward in direction.
Finally students came to know that-
Hot air is lighter in weight and rises up that is why balloon
inflates.