Transcript Inquiry Page

Inquiry Page
Chip Bruce
Library & Information Science
U. of Illinois at Urbana-Champaign
Outline
1) Inquiry-based learning
2) Inquiry Page
3) Community Inquiry Labs
4) Research on inquiry
Harold Kroto
Stephen's questions
• Why do cars speed up passing a stop sign?
• Why do things far away seem blue
• Why do my eyes water when I stare
• How does your body make tears
• Is salt in our tears the same as the salt we put on
food
• What's that pipe from the silo to the barn?
Weather curriculum
Jack Easley asks students to look up
at a rainbow, but the children look
down and ask:
"Why do earthworms come out of
the ground after it rains?"
21st-century challenge
• Find problems
• Integrate knowledge from multiple
sources and media
• Think critically
• Collaborate
• Learn how to learn
Inquiry-based learning
… in which people construct knowledge
based on the questions that arise in
their lived experience
Teacher as inquirer
• Inquiry about the world
• Partner in inquiry
• Modeling
• Guiding
• Inquiry about teaching and learning
Interests of the learner
• Investigate: learn about the world
through authentic engagement
• Create: change the world
• Communicate: enter the social world
• Express: reflect on experience
–Dewey, The School & Society, 1900
1) Inquiry Page
•
Partner projects
•
Resources for inquiry
teaching & learning
•
Lesson planning
support and idea site
•
Tools for student and
community inquiry
•
Inquiry in Action
Learning
• Students
• Teachers
• Community members
• Developers
– practicums, internships, independent study
– weekly meetings
– workshops
– sequence of courses => graduate specialization
2) Community Inquiry Labs
Community = support for collaborative
activity and for creating knowledge
connected to people's values, history, and
lived experience
Inquiry = support for open-ended,
democratic, participatory engagement
Laboratory = a space and resources to bring
theory and action together in an
experimental and critical manner
2) Communities: NCSA
Inquiry involves people as
active learners. Students
in inquiry classrooms may
experience anything from
hatching chickens, to a
classroom business, to the
bioinformatics of whales.
Also: Bugscope, EdGrid, VRSavvy, GK-12, RiverWeb,
ChemViz, EADS, ..
Communities: Beyond…
•
Ethnography of the University
•
Sisternet
•
•
•
•
Telenature; Life on the Prairie
Freshman composition
Service learning
Marshall Islands
•
CAMPWS (Water)
3) Research on inquiry
How can we
b) connect learning & life?
c) support participatory design?
d) accommodate diversity & shared values?
a) Connect learning and life
b) Participatory design
C) Accommodate difference & shared values
Conclusion
• Design: appropriate technology
• Generativity: participatory design
• Sustainability: incorporation into
community needs
Learning to teach - 1
As a guide for the experimentation we so freely
encourage, the table opposite will be helpful. We
must caution, however, that it is rife with halftruths--despite our best efforts at disclosure. We
are dealing here with living things whose colors,
habits, and general constitutions will vary with locale
and with the skill of the individual gardener.
Learning to teach - 2
This unpredictability, which strikes terror into the
heart of the beginner, is in fact one of the glories
of gardening. Things change, certainly from year to
year and sometimes from morning to evening. There
are mysteries, surprises, and always, lessons to be
learned. After almost 40 years hard at it, we are
only beginning.
–Amos Pettingill, The Garden Book, 1986
Inquiry in science learning
National Science Foundation: “research-validated
models (e.g., extended inquiry, problem-solving)”
Reinventing Undergraduate Education (Carnegie
Foundation's Boyer Commission): “#1 Make
research-based learning the standard”
Project 2061 (American Association for the
Advancement of Science): “#1 …science literacy
for all high-school graduates”
Contact
• Chip Bruce: [email protected]
• Inquiry Page: inquiry.uiuc.edu