Inquiry+Table

Inquiry Table
All Hands-On activities are NOT inquiry. Many of the labs easily accessible are actually cook-book labs. The goal of these types of labs is to demonstrate content students have just learned. They are not addressing any sort of "question." They may be Hands-On, but they are not inquiry. I am officially changing the name of our "Hands-On Activity" to "Cookbook to Inquiry Activity." You may get ideas from cookbook labs, but you must find a way to pose a question that students work to answer.
 * || **Demonstrations** || **Activity** || **Teacher-Initiated Inquiry** || **Student-Initiated Inquiry** ||
 * **Posing the Question** || Teacher || Teacher || Teacher || Student ||
 * **Planning the procedure** || Teacher || Teacher || Student || Student ||
 * **Formulating the Results** || Teacher || Student || Student || Student ||

From: D. Llewellyn. 2002. //Inquire within: Implementing inquiry-based science standards//. Thousand Oaks, CA: Corwin Press. pg. 12

Word Doc version of the Inquiry Table

Changing Emphasis to Promote Inquiry

 * ===Less Emphasis On=== || ===More Emphasis On=== ||
 * Activities that demonstrate and verify science content || Activities that investigate and analyze science questions ||
 * Investigations confined to one class period || Investigations over extended periods of time ||
 * Process skills out of context || Process skills in context ||
 * Emphasis on individual process skills such observation or inference || Using multiple process skills--manipulation, cognitive, procedural ||
 * Getting an answer || Using evidence and strategies for developing or revising an explanation ||
 * Science as exploration and experiment || Science as argument and explanation ||
 * Providing answers to questions about science content || Communicating science explanations ||
 * Individuals and groups of students analyzing and synthesizing data without defending a conclusions || Groups of students often analyzing and synthesizing data after defending conclusions ||
 * Doing few investigations in order to leave time to cover large amounts of content || Doing more investigations in order to develop understanding, ability, values of inquiry and knowledge of science content ||
 * Concluding inquiries with the result of the experiment || Applying the results of experiments to scientific arguments and explanations ||
 * Management of materials and equipment || Management of ideas and information ||
 * Private communication of student ideas and conclusions to teacher || Public communication of student ideas and work to classmates ||

From: D. Llewellyn. 2002. //Inquire within: Implementing inquiry-based science standards//. Thousand Oaks, CA: Corwin Press.pg. 10