INQUIRY-BASED

LEARNING

ALVIN P. CAJILES
Teacher II
Division of Palawan

DEPAR TMENT OF EDUCATION

OBJECTIVES OF THE LESSON:
1. Describe the features of an inquiry- based
learning.
2. Explain the four levels of inquiry.
3. Familiarize the 5E learning model of inquiry.
4. Identify the competencies in the CG where
inquiry-based learning approach in teaching can be
applied.

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Activity 1A
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 Investigate and
explore the single
strip.

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 Activity 1B:
Möbius Strips
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The Möbius Strip was
discovered by German
MathematicianAugust Mobius
.

>Ğƚ͛ƐŝŶǀĞƐƚŝŐ
result when you explore and
engage with Möbius strips.
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DEPAR TMENT OF EDUCATION
Procedure

1. Begin with a strip of paper.

Mark one end A as shown in the
figure.

A
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Procedure
2. Turn over one end of the paper
so as to form a half
-twist and mark
the other end with B.

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Procedure
3. Now, join the ends so as to
form the figure known as the
Möbius strip.

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Guide Questions:

How did you

find the
activity?
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Guide Questions:

Were you able to

make the Mobius
Strip?
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Guide Questions:

If you were able to make

the Mobius Strip, what are
the techniques that you
used to make the Mobius
Strip?
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Guide Questions:

If you were not able to

make it, what problems
did you encounter while
making the Mobius Strip?

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Guide Questions:

What interesting
information can you
get from the Möbius
strip?
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 Activity 1C:
Möbius Strips
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Guide Questions:

Using theMöbius strip

from the last activity,
what can you infer if you
draw a line from A to B?
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 Activity 1D:
Möbius Strips

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 Activity 1D

• Form a new Mobius Strip again, cut out

the band down the middle and discover
the resulting figure. (1D1)
• Forma new Mobius Strip again, but this
time cut out a line that is approximately
one-third of the way across the band
until both ends meet and discover the
resulting figure. (1D2)

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 Activity 1D

• Form again a band with two -half twist.

Cut out the center and discover the
resulting figure. (1D3)
• Repeat the preceding activity, but begin
with the band that has three
-haft twist.
Cut out the center and discover the
resulting figure. (1D4)

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 Activity 1D
• Cut the two ends of the strip into three.
• Mark top end fromright to left side A1, A2,A3, and
mark the back of the bottom end from right to left
side B1, B2, & B3.
• Twist the band with one -half twist andconnect the
ends of A2 & B2 making strip A2B2, connect A1 & B
over strip A2B2 making strip A1B3, and connectA3 &
B1 over strip A1B3 making strip A3B1.
• Then cut strip A1B3, after that, flip theMöbius strip
vertically then cut it all throughout the strip and
discover the resulting figure. (1D5)

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 Guide Questions

1. How did you find the

activity?
2. What happened to the
strip?
3. What is the resulting
figure?
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Guide Questions:
4. Were you able to make to make
the Möbius Strip?
5. What are the techniques that
you used to make theMöbius
Strip?
6. What problems did you
encounterwhile making the
Möbius Strip?
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Guide Questions:
7. What have you
learned from your
experience in
makingMöbius
strips? DEPAR TMENT OF EDUCATION
Guide Questions:

8. What word/s can

you give to describe
your learning
experiences?
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INQUIRY-BASED
LEARNING
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Guide Question

What is Inquiry
Based-Learning?

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 Inquiry-Based Learning
Inquiry-basedlearning (IBL)
is a pedagogy which best
enables students to
experience the processes of
knowledge creation and the
key attributes are learning
stimulated by inquiry, a
student-centeredapproach,
a move to self-directed
learning, and an active
approach to learning.
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 Inquiry-Based Learning
Inquiry-based learning
is an approach to
teaching and learning
ƚŚĂƚƉůĂĐĞƐƐƚƵĚĞ
questions, ideas and
observations at the
centre of the learning
experience.
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 Inquiry-Based Learning
Students are engaged in essentially
student-centered, open-ended and
hands-on activities .
•Questioning
•Investigating
•Usingpieces ofevidence
to describe, explain and
predict
•Connectingpieces of
evidence to knowledge
•Sharing of findings

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INQUIRY-BASED
LEARNING
findVLWVDQWHFHGHQWVWR«

CONSTRUCTIVISM
(Piaget)

EXPERIENTIAL SOCIAL
LEARNING DEVELOPMENT
(Dewey) (Vygotsky)

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 WHYINQUIRY-BASED?
͞/Ĩ we are only teaching
what we know, our children
can only do as bad as we
are doing, and this is the
challenge we are facing ʹ
we haveto go beyondit.͟
(Pauli, 2009,TEDx)
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 Challenge Question

What is the importance

of InquiryʹBased
Learning in teaching
-
learning process?
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IMPORTANCE OF INQUIRY ±BASED LEARNING IN
TEACHING

•Develops useful problem -solving skill

•Prepares learners to live in a world
that is non- static
•Enables learners to cope with
changes that will increase in
complexity throughout their lives
•Provides learners tools for continuing
to learn
•Attains important outcomes in the
classroom
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 LEVELS OF INQUIRY
No predetermined question: students
Open Inquiry propose and pursue their own questions.
No predetermined method: students
Guided Inquiry must determine how to investigate the
problem.
No predetermined answer: conclusions
Structured Inquiry based solely on student investigation.

͞dƌĂĚŝƚŝŽŶĂů͟ůĂďƐ͗
Limited Inquiry directions and make sure their results
match those given in the text.

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 LEVELS
LEVELS OF INQUIRY
OF INQUIRY

http://portal.ou.nl/documents/7288585/0/Levels+of+Inquiry+Based+Learning.pdf

DEPARTMENT
DEPAR TMENT OF
OF EDUCATION
EDUCATION
 LEVELS
LEVELS OF INQUIRY
OF INQUIRY

http://static.nsta.org/files/sc0810_26.pdf

DEPARTMENT
DEPAR TMENT OF
OF EDUCATION
EDUCATION
 LEVELS OF INQUIRY

Limited/Confirmation inquiryis useful

ǁŚĞŶĂƚĞĂĐŚĞƌ͛ƐŐ
previously introduced idea; to introduce
students to the experience of conducting
investigations; or to have students
practice a specific inquiry skill, such as
collecting and recording data.
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 LEVELS OF INQUIRY

Structured inquiry, the question

and procedure are still provided by
the teacher; however, students
generate an explanation supported
by the pieces of evidence they hav
collected.
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 LEVELS OF INQUIRY

Guided inquiry, the teacher provides

students with only the research
question, and students design the
procedure (method) to test their
question and the resulting
explanations.
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 LEVELS OF INQUIRY

Highest level of inquiry,

Open inquiry, students
have the purest opportunities to act like
scientists, deriving questions, designing and
carrying out investigations, and communicatin
their results. This level requires the most
scientific reasoning and greatest cognitive
demand from students.
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 Activity 2:
Levels of Inquiry

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 LEVELS OF INQUIRY
In what level of inquiry do
the last four activities (1
D1,
1D2, 1D3and 1D4) fall?
Write your answer on the
metacards, choose a
rapporteur and explain your
answer.
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 LEVELS OF INQUIRY

1A - OPEN INQUIRY
1B ² LIMITED OR
CONFIRMATION
INQUIRY
1C - GUIDED INQUIRY
1D - STRUCTURED INQUIRY

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5E LEARNING
EARNING MODEL OF INQUIRY

DEPAR
DEPARTMENT
TMENT OF
OF EDUCATION
EDUCATION
 ACTIVITY

Analyze each statement

and identify in which par
of the 5E learning mode
it belongs.
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 5E ENGAGE EXPLORE EXPLAIN ELABORATE EVALUATE

A.

B.

C.

D.

E.
DEPAR
DEPARTMENT
TMENT OF
OF EDUCATION
EDUCATION
 5E ENGAGE EXPLORE EXPLAIN ELABORATE EVALUATE

A.
EXPLAIN
B. EVALUATE

C.
ELABORATE

D. EXPLORE

E. ENGAGE
DEPAR
DEPARTMENT
TMENT OF
OF EDUCATION
EDUCATION
5E LEARNINGMODEL

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 Suggested Activities forEs
5
5 Es Suggested What the Teacher What the
Activities Does Learners Do
•Creates interest.•Ask question
•Generates such as,
curiosity. o Why did this
•Demonstrating
•Raises happen?
•Reading
questions. o What do I
•Free Writing
•Elicits responses already know
Engage •Analyzing
that uncover about this?
graphic
what are the o What can I
organizer
learners know find about
•Brainstorming
or think about this?
the concept / •Show interest
topic. in the topic.
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OF EDUCATION
 Suggested Activities forEs
5
5 Es Suggested What the Teacher What the
Activities Does Learners Do
• Encourages learners • Think freely but
to work together within the limits of
•Performing an without direct the activity.
investigation instruction. • Think prediction
•Reading • Observes and listens and hypotheses.
Authentic to the learners as • Form new
Resources to they interact. predictions and
• Asks provoking hypotheses.
Explore gather question toredirect • Tries alternatives
information investigations of and discusses
•Solving a learners when them with others.
problem necessary. • Records
•Constructing a • Provides time for the observations and
learners to puzzle ideas.
model through problem. • Suspends
judgement
aC
 Suggested Activities forEs
5
5 Es Suggested What the Teacher What the
Activities Does Learners Do
• Explain possible
• Encourages learners to solutions and
• Supporting ideas explain concepts and answers to others.
with pieces of definition in their own • Listen officially to
evidence words. ŽƚŚĞƌƐ͛Ğdž
• Formulating • Asksfor justification • Questionother
(evidence) & explanations.
questions
clarification from the • Listen to and try to
Explain • Reading and
learners. comprehend
discussing • Formally provides explanation the
definitions, explanation teachers offer.
• Activities: and new labels. • Refer to previous
compare,classify, • Uses previous learners activities.
error analysis experiences as basis for• Use recorded
explaining concept. observations in
explanations.

DEPAR TMENT aC
OF EDUCATION
 Suggested Activities forEs
5
5 Es Suggested What the Teacher
Activities Does
• Expects the learners to •
use formal label,
• Problem Solving definitions, and
• Decision Making explanations provided
• Experimental preciously.
• Encouragesthe learners •
Inquiry
Extend • Thinking Skill
to apply or extend the
concept and skills in
Activities : new situations. • Record observation
compare, classify • Reminds the learners to
• Checks for
, & apply existing data and
evidences .
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OF EDUCATION
What the
Learners Do
Use previous
information to ask
questions, propose
solutions, make
decisions and design
experiments.
Drawreasonable
conclusions from
piecesof evidence.
and explanations.
understandings among
peers.
 Suggested Activities forEs
5
5 Es Suggested What the Teacher What the
Activities Does Learners Do
• Ask open-ended
• Observes the learners as
questions by using
they apply new concepts
observations, evidence
and skills.
and previously
• Developing a • Looks for evidence that the
accepted explanations.
learners have changed
scoring tool or • Demonstrate an
their thinking and
rubrics understanding or
behaviors.
knowledge of the
Evaluate • Writing a journal • Allows learners to assess
concept or skills.
entry their own learning and
• Evaluate theirown
group process skills.
• Creatinga • Ask open-ended questions
progress and
portfolio knowledge.
such as : What evidences
• Ask related questions
do you have? What do you
that would encourage
know about? How would
future investigations.
you explain?

DEPAR TMENT aC
OF EDUCATION
5E LEARNING MODEL
5E STAGE TEACHERS SHOULD A92,'« INSTEAD, 7($&+(566+28/'«

ENGAGE Starting the lesson by explaining Hook studentV· inte rest in the
the topic. topic or arouse their curiosity
with a problem questi on.
EXPLORE Allowing students to do whatever Put direction in the inquiry and
they want. set parameters. Have hands-on
work .
EXPLAIN Doing all the talking. Ask students to present their
findings and reasons. Then give
feedback on their answers and
other need inputs.

ELABORATE Giving a test at once after Extend student V· learning to

new discussion. situations and to new
challenges.
EVALUATE Assessing only with a written Use also open-ended and
objective type test. applicati on types of
assessments.
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 5E Learning Model vs 7E Learning Model

Sometimes a current model must be amended

to maintain its value after new information,
insights, and knowledge have been gathered.
Such is now the case with the highly successful
5E learning cycle and instructional model.

National Research Council. 2006. National science

education standards. Washington, D.C.: National
Academy Press.

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5E Learning Model
vs
7E Learning Model

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DLL/DLP Procedures vs 5E vs 7E

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Which of the following can be considered
Inquiry-based Learning?

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Which of the following can be considered
Inquiry-based Learning?

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REFERENCES
Biological Sciences Curriculum Study. (2005). Doing Science: The Process of Scientific Inquir y. Colorado: BSCS.

Gall M. (1970). Gall M.D. (1970). The Use of Questions inTeaching. Review of Educational Research. 40, 707-721
retrieved
from http://re r.sagepub.com/ content/40/5/707.full.pdf

Harlen W. (2014). Helping Children · s Development of Inquiry Skills. Inquiry in Primary Science Education, 1 , 5 -19
retrieved from http://p risci.net/ip se/pape rs/
%20IPSE%20 Volume%201%20No%201%20 Wynne%20Harlen%20p%205%20%2019.pdf

Llewellyn D. (2011). Differentiated Science Inquir y. California: Corwin. National Research Council (2000). Inquiry
and the National Science Education Standards. Washington: National Academy Press.

Ostlund K. (1996). Rising to the Challenge of the National Science Education Standards. Fresno, California: S & K
Associates.

Padilla, M. (1990). Research Matters to the Science Teacher. NARST.

Waite -Stupiansky, S. (1997). Building Understanding Together: A Constructivist Approach to Early Childhood
Education. New York: Delmar Publishers

Witt C & Ulmer J (2010) The Impact of Inquiry Based Learning on the Academic Achievement of Middle School
Students

Shymansky, J. A., Kyle, W. C., & Alport, J. M. (1983). The Effects of New Science Curricula on Student
Performance.
Journal of Research in ScienceTeaching, 20, 387-404.

Shymansky, J. A., Hedges, L. V., & Woodworth, G. (1990). A Reassessment of the Effects of Inquiry -Based Science
Curricula of the Sixties on Student Achievement. Journal of Research in ScienceTeaching, 27(2), 127-144

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