Transcript Teaching and Learning by Inquiry

Teaching and Learning by
Inquiry
Barbara E. Goodman, Ph.D.
Professor of Physiology
(with thanks to the APS Education Department)
What is it?
Inquire (verb)
Inquiry approach places student
• To ask about
in role of investigator
Asking questions
• To search
into
Structuring investigations
especially by
Confronting ambiguous
asking
findings
questions
Constructing relationships and
creating metaphors
• To make
investigation
Think, pair, share
What activities do you use in a
classroom setting to engage students
during class time?
Inquiry and Scientific Research:
Some Parallels
Laboratory Researchers
Classroom Students
Focus on particular topics.
Topics may change over
time.
Topics of study are defined and
are addressed at particular points
in the curriculum.
Guided by previous
research.
Based on student’s previous
knowledge AND research on
previous findings on the topic.
Researchers and students propose questions they would like to
answer.
Researchers and students design experiments based on their
questions AND on the materials available.
Experimental designs must be approved.
Parallels…continued
Laboratory Researchers
Classroom Students
Both carry out approved experiments, gather data, analyze
results, and draw conclusions.
Both share results with colleagues and, often, revise and retry
their experiments based on their findings and the suggestions of
colleagues.
Both pose follow-up questions: What would I do next? What
other questions do my findings raise?
Both share their findings with others.
Why do it?
Next Generation Science
Standards (incoming
students)
Biology 2010
HHMI/AAMC Scientific
Foundations for Future
Physicians
Information overload
How do you do it?
Inquiry immersion
versus inquiry infusion
Professors AND
students must learn
how
Progressive! NOT all at
once!
Ideas for Inquiry-based Learning
with Adult Learners
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Learning by experimentation
Team-based learning with RAT
Problem-based learning
Case-based learning
Project-based learning
Discussion-based learning
Traditional Approach
Introduce content verbally and via
readings
Use “cookbook” labs to illustrate and
“verify” what was presented
Complete chapter problems and/or
structured activity to practice using new
content
Evaluate -> primarily content acquisition
Student-centered Approach…
Do the lab first.
Discuss the lab
before verbally
introducing content.
Consciously focus on
being a “facilitator of
learning.”
Think, pair, share
What inquiry-based laboratories have
you experienced or used in a class?
Level 4 = “Guided Inquiry”
Inquiry Rating Scale
Inquiry
Rating
Prelab
Proposes the
problem or issue
to be explored
Plans the
procedure to
be used
Lab
Carries out
the procedure
Postlab
Supplies
answers or
conclusions
Lab outcomes determine
applications, implications, or
further exploration/
instruction.
0
Teacher
Teacher Teacher Teacher
1
Teacher
Teacher Teacher Teacher Teacher/Student
2
Teacher
Teacher Teacher Student
Student
3
Teacher
Teacher Student Student
Student
4
Teacher/
Student Student Student
Student
Student
5
Student
Student Student Student
Teacher
Student
Level 5 = “Open Inquiry”
Inquiry Rating Scale
Inquiry
Rating
Prelab
Proposes the
problem or issue
to be explored
Plans the
procedure to
be used
Lab
Carries out
the procedure
Postlab
Supplies
answers or
conclusions
Lab outcomes determine
applications, implications, or
further exploration/
instruction.
0
Teacher
Teacher Teacher Teacher
1
Teacher
Teacher Teacher Teacher Teacher/Student
2
Teacher
Teacher Teacher Student
Student
3
Teacher
Teacher Student Student
Student
4
Teacher/
Student Student Student
Student
Student
5
Student
Student
Student Student Student
Teacher
Team-based Learning
Teams of 5-7 students throughout
the semester
Assignments outside of class assured
by readiness assessment tests
Individual RATs and team RATs
Team rapport and evaluation
Problem-based Learning
Mathematical problem worked on by
team
Real-life problem worked on by team
Resources available (Costanzo, Berne
and Levy, Michael and Rovick)
Case-based Learning
Case study worked on by team
Additional resources (Silverthorn,
National Center for Case Study
Teaching in Science
http://sciencecases.lib.buffalo.edu/cs/,
APS Life Science Teaching Resource
Community http://www.lifescitrc.org/)
Project-based Learning
Choose topic in CV physiology and teach
to other team
Prepare introduction to renal physiology
for high school A&P students
Prepare presentation/brochure on why
diabetes changes kidney function for
patient group
Discussion-based Learning
Special classroom with active-learning
spaces is helpful
Assign readings before class
Ask questions during class for teams
to discuss and investigate further
Coordinate class discussion with
assigned teams leading the discussion
Team Discussion Questions
Even numbered teams
Find statements from 3 faiths or
denominations about their beliefs in
evolution. Do any of these statements
surprise you? How would you respond to a
scientist who said to you “I do not
practice my religion because I believe in
evolution”? Develop 3 reasons with
justification that one could use to explain
why evolution is well-documented.
Team Discussion Questions
Odd numbered teams
Go to www.ncse.com and find 3 resources
that are interesting to your team.
Describe those resources to the other
team at your table. Discuss the
legitimacy of this organization and the
website. If you needed to give a
presentation to an undergraduate class on
evolution, where would you find legitimate
resources?
TBL
PBL
CBL
Group Size
5-7
2-4 (?)
2-4 (?)
Group Duration
Entire
semester/block
length of problem
length of case
RAP
Yes
No
No
‘Patient’
information
No
No
Yes
++
++
Perceived Student
++++
workload
Requires :
• Group skills
• Problem solving
skills
• Application of
content
knowledge
Yes
Yes
Yes
Reflection
Which of the activities presented
might you be interested in trying in a
class?
Additional References and
Resources
APS web site: http://www.lifescitrc.org/
Layman, J.W. (1996). Inquiry and Learning.
New York: The College Board.
Sutman, F.X. (February 1998). Paper
presented at annual meeting of AAAS,
Philadelphia, PA.
Michaelsen, L.K., A.B. Knight, and L.D. Fink.
(2002). Team-based Learning: A
Transformative Use of Small Groups in College
Teaching. Stylus, Sterling, VA.
Barbara E. Goodman, Ph.D.
Sanford School of Medicine
University of South Dakota
[email protected]