More+on+Inquiry

__** More on Inquiry **__
Many people confuse inquiry with having a model for learning. Inquiry is not about allocated weeks of various components, but rather it is about fostering curiosity and a desire to find out more, and then placing alongside that effective ways of finding out. Wonderings and questions are central to inquiry. Investigating, observing, interviewing, researching, predicting, hypothesising, experimenting or testing, validating, sharing findings, dialoguing and debating are all ways to carry out inquiry. There need be no specific time frames - a good inquiry may last 5 minutes, 5 weeks or any other period of time that leads to depth of understanding and forming of concepts. To find out more about quality inquiry check out the articles and resources section of Designing Learning at http://www.galileo.org/

Investigating in science is a form of scientific inquiry. The New Zealand Curriculum Exemplars identified the following key aspects of learning associated with science investigations:
 * Exploring a situation
 * Asking questions
 * Making predictions
 * Using systematic approaches and scientific conventions
 * Processing and interpreting
 * Evaluating the investigative process as a continuous activity
 * Reporting

See: http://www.tki.org.nz/r/assessment/exemplars/sci/matrices/matrix_inv_pop_e.php

The indicators for each key aspect of learning are intended to apply to a broad range of types of investigation. While carrying out scientific investigations, students need to be able to select and use the key aspects of learning most appropriate to the context of their scientific work. The order of the key aspects of learning in the matrix may appear to form a logical sequence, but it is unlikely to reflect the actual creative experience of an investigation. Evaluation, processing, interpreting, and communication are ongoing aspects of any investigation and can lead to changes as the investigation proceeds

To access other pages in this oobleck unit
 * Setting the Scene || Let's Find out More || Research ||
 * Resources || Our Findings || More on Inquiry ||