A Guided Inquiry Learning Approach in a Web Environment: Theory and Application 4 th International...

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A Guided Inquiry Learning Approach A Guided Inquiry Learning Approach in a Web Environment: Theory and in a Web Environment: Theory and

ApplicationApplication

A Guided Inquiry Learning Approach A Guided Inquiry Learning Approach in a Web Environment: Theory and in a Web Environment: Theory and

ApplicationApplication44thth International Conference on e-Learning and International Conference on e-Learning and

44thth International Conference on Information International Conference on Information 11stst – 3 – 3rdrd Sept. 2005 Sept. 2005

Irfan Naufal UmarIrfan Naufal Umar

Sajap MaswanSajap Maswan

Universiti Sains MalaysiaUniversiti Sains Malaysia

Introduction

• Internet & World wide web

• Web purposes– Information– Entertainment– Business / commercials– Education, training, etc.

• Majority of EWS is designed for tutorial purposes– Tutorial: linear and sequential.– A deductive approach

• More EWS with inquiry, inductive approach needed

Inquiry

• Definition‘ the art and science of asking questions that are

accessible, can be answered in part or in whole, and ones that lead to meaningful tests and explorations’

(Hebrank, 2004)

• involves– careful observation and measurement– hypothesizing and interpreting– theorizing

Inquiry

• it requires–Experimentation –Reflection –Recognition of strengths and weaknesses of its own methods

• not only in science, but also in other disciplines – social sciences, arts, humanities

Inquiry Based Learning

• A way of acquiring knowledge through the process of inquiry– Learners generate their own question OR

are posed with a question by the teacher / computer

– An active role of the learners – through discovery, investigation, experimentation

• In Malaysia, the focuses of learning in our science education are towards inquiry approach, the development of scientific thinking and skills, research and problem solving, the application of principles of science, as well as the assimilation of scientific attitude and moral values

Curriculum Development Centre (1993)

• Types of Inquiry Approach– Structured Inquiry (Level I)– Guided Inquiry (Level II)– Open Inquiry (Level III)

(Herron, 1971)

• The difference: – degree of commitment from the learners

• Types of Inquiry Approach– Structured Inquiry

• learners conduct investigation & discovery based on the questions and procedures provided by the teacher/computer

• Types of Inquiry Approach– Guided Inquiry

• learners investigate based on the questions posed by the teacher/ computer,

• they determine the discovery procedures

• Types of Inquiry Approach– Open Inquiry

• learners investigate and explore based on the questions and procedures that they have to construct

• Prominent researchers– Schulman & Tamir (1973)

• Teacher/computer provides the basic element• Learners make generalization• Teacher/computer acts as facilitator who poses

questions to stimulate learners in their discovery processes

– Collins & Stevens (1983)• Theory of Inquiry Teaching : learners develop their own

theories based on the procedures that they have learned

Theoretical Background

• Paradigm Shift in Education

Behaviorism

Cognitivism

Constructivism

Changes in instructional approaches

• Learning : the change in behavior as a result of feedback & reinforcement

• Contributions

– Learning objectives

– Programmed instruction

Behaviorism

• Studies on how individuals – Process input / stimulus– Receive, organize, maintain and utilize

information

Cognitivism

The use of hierarchy / structureThe use of graph / visual

Constructivism

– learners actively construct knowledge by working to solve realistic problem, usually in collaboration with others

Interactivity

Discovery

Constructivism

• Learning should be– Constructive– Reflective– Collaborative– Inquiry based– Evolving

• Learners will– Ask questions– Create hypotheses– Investigate– Use resources– Find solution– Draw conclusion– Revisit conclusion

for more explorationINQUIRY APPROACH

Tutorial

• Introduction

• Present information

• Question & response

• Judge Response

• Feedback or Remediation

• Closing

Tutorial

Introductory Section

Present Information

Question &

Response

Judge Response

Feedback or RemediationClosing

Alessi & Trollip Model (2001)

Learning Cycle (Lawson)

• Three core elements– Exploration– Term introduction– Concept Application

Learning Cycle

Exploration

Term Introduction

Concept Application

Exploration

Term IntroductionConcept Application

Lawson Learning Cycle Model (1995)

1. Exploration– Learners begin the learning process by

exploring a given issue, question, or problem that is related to the content

– The teacher / WBE provides guidance to learners to observe, measure and record data / information

– They are encouraged to collaborate with their peers to conduct the analysis

2. Term Introduction– Learners will be introduced to the terms

and concepts (by teachers / WBE)– Concepts / terms will be clarified, and

any misconceptions be corrected

3. Concept Application–Learners will apply the concepts that they have learned to a new, different situation

This cycle will continue until the learner understands

the concepts and experiences meaningful learning

Learning Cycle

Exploration

Term Introduction

Concept Application

Exploration

Term IntroductionConcept Application

Lawson Learning Cycle Model (1995)

Theory of Inquiry Teaching

• Selecting positive and negative exemplars• Varying cases systematically• Selecting counterexamples• Generating hypothetical cases• Forming hypotheses• Testing hypotheses• Considering alternative predictions• Entrapping students• Tracing consequences of the misconceptions

Collins & Stevens (1983)

Instructional Techniques / strategies to assist learners derive rules and theories :

Guided Inquiry Approach

IntroductionQuestions / Problems

Response & Feedback

Discovery / Guidance

Concept / Rule

Development

Application of the Concept / Rule to a New

Problem

• Introduction– Learning goals, objectives– Overall structure of the WBE

• Concept map• Outline• hierarchy

GIL approach

• Question / Problem– to stimulate learner’s discovery process– Learner will respond to the question or

explore the relevant info

GIL approach

• Response & Feedback– Incorrect response --- will be guided by

WBL– A correct response --- a concept / rule will

be presented

GIL approach

• Concept / Rule Development– Following a correct response– to enhance learner’s understanding of the

new knowledge– Will be used for subsequent problems or

questions

GIL approach

• Concept / Rule Application– WBE should provide more problems /

questions to allow learners apply the concepts and rules acquired earlier

GIL approach

An Example of GIL approachAn Example of GIL approach

1. QUESTION / PROBLEM1. QUESTION / PROBLEM

2. DISCOVERY / GUIDANCE2. DISCOVERY / GUIDANCE

3. FEEDBACK FOR INCORRECT RESPONSE3. FEEDBACK FOR INCORRECT RESPONSE

3. FEEDBACK FOR CORRECT RESPONSE3. FEEDBACK FOR CORRECT RESPONSE

3. CONCEPT / RULE DEVELOPMENT3. CONCEPT / RULE DEVELOPMENT

4. CONCEPT / RULE APPLICATION4. CONCEPT / RULE APPLICATION

Example: Introductory section – prepare learners(www.cosi.org/onlineExhibits/simpMach/sm2.html)

Question / Problem to stimulate learners for Exploration

(www.cosi.org/onlineExhibits/simpMach/sm2.html)

Learners will be guided if they provide incorrect response

If the response is correct, the learners will be presented with the concept or rule. Then, the concept or rule will be used to solve a new problem.

SUMMARY

• Guided Inquiry Approach promotes exploratory, discovery learning should be considered in designing a WBE.

• Several instructional strategies and techniques need to be applied.

Thank YouThank YouThank YouThank You

A Guided Inquiry Learning Approach in a Web Environment: Theory and Application 4 th International...

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