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INQUIRY TRAINING MODEL


INQUIRY TRAINING MODEL
ž  Proposed by Richard Suchman
ž  Aim - To teach the students the art of independent inquiry in a disciplined way
ž  General goal - To develop the intellectual disciplines and skills necessary to raise questions and search out answers stemming from curiosity
ž  Basic assumptions
§  All knowledge is tentative
§  There cannot be one answer to particular cause and effect question
§  People inquire naturally when they are puzzled
§  The process of inquiry can be taught to students
§  Team approach is better than individual approach to find solutions to a problem
Description of the model
SYNTAX
ž  Phase 1 - Encounter with the problem
Teacher explains inquiry procedure
Teacher presents discrepant events
ž  Phase 2 - Data gathering : Verification
Learners verify the nature of objects and conditions
Learners verify the occurrence of the problem situation
ž  Phase 3 - Data gathering : Experimentation
Learners with the help of the teacher search for related data and isolate relevant ones with a view to find out relations
Learners hypothesize and test causal relationships
ž  Phase 4 - Formulation of explanation
Learners formulate rules or explanation to the discrepant event
ž  Phase 5 - Analysis of the inquiry procedure
Analyse inquiry strategy and develop more effective ones
SOCIAL SYSTEM
ž  Social system is co-operation
ž  Teacher plays a dominant role in presenting the puzzling situation
ž  In inquiry session teacher and students participate as equals
PRINCIPLES OF REACTION
ž  Teacher tasks are the following
§  Ensure that the phrasing of questions is done correctly
§  Ask students to rephrase invalid or vague questions
§  Point out invalidated statements
§  Use the language of the inquiry process
§  Neither approve nor reject student theories
§  Ask students to make clear statements of theories and provide support for that generalisation
§  Encourage interaction among students
SUPPORT SYSTEM
ž  A set of discrepant events
ž  Teacher’s knowledge of the inquiry process
ž  Resource material related to the problem
INSRUCTIONAL EFFECTS
ž  Scientific process skills
ž  Strategies for creative inquiry
NURTURANT EFFECTS
ž  Spirit of creativity
ž  Autonomy in learning
ž  Tolerance of ambiguity


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