5. The science education
community has embraced no idea
more widely than “inquiry,” or
“inquiry-based instruction.”
National Research Council. 1996. National science
education standards. Washington, D.C.: National
Academy Press.
6. OBJECTIVES OF THE SESSION:
1. Describe the features of an inquiry-based
science lesson.
2. Appreciate the importance of inquiry in
teaching science.
4. Explain each of the four levels of inquiry.
5. Familiarize the 5E learning model of inquiry.
7. Checking of Prior Knowledge…
FACT or BLUFF
1. Inquiry-based learning involves obtaining supporting
evidence to answer the question(s).
2. Teachers must always apply the scientific method in order
to make their lessons inquiry-based.
3. Inquiry is only for high achieving learners.
4. As long as there are hands-on activities in a science
class, there is inquiry-based learning.
5. 5E model follows the natural way that we solve problems
in everyday life.
8. Checking of Prior Knowledge…
1. Inquiry-based learning involves obtaining
supporting evidence to answer the
question(s).
2. Teachers must always apply the scientific
method in order to make their lessons
inquiry-based.
3. Inquiry is only for high achieving learners.
4. As long as there are hands-on activities in
a science class, there is inquiry-based
learning.
5. 5E model follows the natural way that we
solve problems in everyday life.
FACT
BLUFF
BLUFF
BLUFF
FACT
12. WHAT IS INQUIRY?
Scientific inquiry refers to the diverse ways in
which scientists study the natural world and
propose explanations based on the evidence
derived from their work.
Inquiry also refers to the activities of students in
which they develop knowledge and
understanding of scientific ideas, as well as an
understanding of how scientists study the natural
world.
13. WHAT IS INQUIRY-BASED
INSTRUCTION?
“The creation of a classroom where students
are engaged in essentially open-ended, student-
centered, hands-on activities.”
• Questioning
• Investigating
• Using evidences to describe,
explain and predict
• Connecting evidences to
knowledge
• Sharing of findings
15. IMPORTANCE OF INQUIRY IN TEACHING SCIENCE
• Develop useful problem solving skills
• Prepare learners to live in a world that is non-
static.
• Enable learners to cope with changes that will
increase in complexity throughout their lives.
• Provide learners tools for continuing to learn.
• Attain important outcomes in the classroom.
28. 5E STAGE TEACHERS SHOULD AVOID… INSTEAD, TEACHERS SHOULD…
ENGAGE Starting the lesson by explaining the
topic.
Hook student interest in the topic
or arouse their curiosity
with a problem question.
EXPLORE Allowing students to do whatever
they want.
Put direction in the inquiry and
set parameters. Have hands-on
work .
EXPLAIN Doing all the talking. Ask students to present their
findings and reasons. Then give
feedback on their answers and
other need inputs.
ELABORATE Giving a test at once after
discussion.
Extend student learning to new
situations and to new challenges.
EVALUATE Assessing only with a written
objective type test.
Use also open-ended and
application types of assessments.
29. 5E Learning Model vs 7E Learning Model
Sometimes a current model must be amended
to maintain its value after new information,
insights, and knowledge have been gathered.
Such is now the case with the highly successful
5E learning cycle and instructional model.
National Research Council. 2006. National science
education standards. Washington, D.C.: National
Academy Press.
31. Eliciting and Engaging
Current research in cognitive science has shown that
eliciting prior understandings is a necessary
component of the learning process.
The engage component in the 5E model is intended to
capture students’ attention, get students thinking
about the subject matter, raise questions in students’
minds, stimulate thinking, and access prior
knowledge.
32. Elaborating and Extending
The elaborate phase of the learning cycle provides an
opportunity for students to apply their knowledge to new
domains, which may include raising new questions
and hypotheses to explore.
The extend component teachers need to make sure that
knowledge is applied in a new context and is not limited
to simple elaboration.
