| |
Activity
|
Inquiry
|
| Time |
 |
short (approx. 50 min.)
|
|
|
long (more than 5 x 50
min.)
|
|
| Planning |
|
definite, allows
preplanning |
|
|
flexible, general
preplanning
|
|
| Materials |
|
ready to go |
|
teacher's responsibility |
|
|
upon student's request |
|
teacher's and student's
responsibility
|
|
| Results |
|
known by the teacher,
published by text, and most times known by students
|
|
one expected and accepted
result |
|
|
unknown by teacher,
students, or text |
|
multiple results will be
negotiated & discussed
|
|
Working
Hypothesis |
|
well defined by teacher
prior to research/experimentation |
|
|
arising from students'
questions and based on their experiences
|
|
Teacher's
Feelings |
|
in control (high power) |
|
unchallenged intellectually
(assimilation mood) |
|
relaxed -low energy level
|
|
expert (students asking for
reinforcement). |
|
having fun |
|
|
sharing control (lower
power)
|
|
intellectually challenged
(accommodation mood) |
|
learning a lot - perturbed |
|
experienced co-learner
(students discussing findings with teacher and students alike) |
|
perturbed by the
intellectual challenge |
|
Students'
Feelings |
|
following prescribed
procedures |
|
matching personal finding
with
expected findings (teacher's) findings |
|
working on teacher's
question |
|
one right answer |
|
passive |
|
|
developing procedures,
lists of material, resources and/or equipment
|
|
interpreting results as
there are no prescribed findings |
|
as students develop the
question, the teacher does not know the answer
|
|
multiple answers accepted
|
|
motivated - using
"I/we want to find out"
|
|
perturbed
|
|
challenged intellectually
and looking for equilibrium (Piaget)
|
|
| Assessment |
|
immediate
|
|
product-oriented
(right/wrong answer) |
|
technical |
|
|
long-term
|
|
process-oriented |
|
developing rubrics
|
|
Students'
Learning |
|
technical skill (follow
procedures) and develop low order cognitive skills |
|
disregard results that do
not match teacher's expectations |
|
inquiry is done by special
people |
|
perpetuate the idea of the
world as unexplainable |
|
understanding and power
belong to a select few |
|
|
observation and develop
higher order cognitive skills
|
|
disregard data for
reasonable and scientific reasons
|
|
use discrepancies as entry
points for inquiry
|
|
inquiry can be done by
anyone
|
|
inquiry as patterning the
world
|
|
understanding and power are
available to anyone
|
|
