Dr.

Suvarna Pramod Gaikwad

Assistant Professor,
Pratibha College of Education,
Chinchwad, Pune.
E-mail: suvarna.gaikwad@hotmail.com
 UNIT 4: PLANNING FOR EFFECTIVE
TEACHING

 4.4 Models of Teaching

 c. Inquiry Training Model

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 Concept of ITM.
 Nature of ITM.
 Elements of ITM.
Objectives, Syntax, Social System, Principles of
Response, Support System of ITM.
 Application of ITM.
 Strengths of ITM.
 Weaknesses of ITM.

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• When we see a strange object, we may get
puzzled about it.
• Then we try to find out its answer.
• All these activities --- observing, imagining,
experimenting, theory testing are part of
inquiry.
• The purpose of these activities is to gather
enough information.

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1. The act of inquiring.
2. A question; a query.
3. A close examination of a matter in a search for
information or truth.
Synonyms: inquiry, inquest, inquisition,
investigation, probe, research etc.

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 Ancient philosopher Socrates used to ask
various questions to his students. Students
learned from those questions.
 Inquiry training model gives more emphasis on
developing awareness of and mastering the
inquiry process.
 Richard Suchman proposed Inquiry Training
Model in 1960’s

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 Teacher presents a puzzling situation or event
in front of students.
 Students are allowed to ask questions that must be
answered by ‘yes’ or ‘no’
 Students gather information and verify the
occurrence of the puzzling situation.
 Students identify relevant information.
 Next, the teacher ask students to organize the data
and formulate an explanation for the puzzle.
 Finally, students analyze their pattern of inquiry.

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 Objectives
 Syntax
 Social System
 Principles of Reaction
 Support System

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 Instructional and nurturing effects are:
1.To develop scientific thinking and skills.
2.To aware students about creative enquiry
methods
3. To develop active and independent learners.
4. To develop tolerance towards uncertainty.
5. To develop attitude that, all knowledge is
tentative.
6. To develop spirit of creativity.

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 Inquiry training model of teaching has
five phases which are as under:
1. Encounter with the problem.
2. Data gathering – verification
3. Data gathering – experimentation
4. Formulating an explanation
5. Analysis of the inquiry process

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 Teacher tells the problematic situation in the
classroom.
 Teacher explains the procedure of inquiry.

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 At this phase, the learners try to collect
information about the problem on the
basis of observation & with the available
information in their surroundings.
 Students ask Y/N type questions.

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 Teacher should be aware about different
kind of information sought by the
learners.
 On the basis of this information the
teacher can alter the pattern of
questioning.

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 Many theories or explanations could be
formulated on the basis of obtained data.
Teacher ask learners to provide their
explanations.

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 At this phase, teacher tells learners to
make the analysis of their ways of
inquiry.

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A social system should be cooperative
and strict.
 It is mostly controlled by the teacher.
 A teacher creates intellectual
environment for the learners so that open
discussion could take place for relevant
ideas.
 Learners interact and discuss with each
other.
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The important reactions of the teacher are as under:
1. To ascertain that answer could come yes or no after
asking questions.
2. To direct learners to re-construct wrong or invalid
questions.
3. To identify invalidated points.
4. To create a free intellectual environment.
5. To direct the learners to provide clear theoretical
explanations with their generalization.
6. To motivate learners for the effective and meaningful
interaction
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The followings points are helpful for influencing
support system.
1. To provide a set of confronting materials.
2. To present resource material related to the
problem.
3. To develop inquiry material by teachers for more
facilitation.

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 Inquiry training model is very useful in the
subjects of natural sciences.
 This model of teaching is also useful for the
other subjects on the basis of utilization of its
procedure.
 Any area or topic, unit or information related to
the desired subject could be formulated as a
puzzling situation for the learners to conduct an
inquiry.

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 Emphasis is put on understanding and learning, not on
teaching.
 Students get understanding of the larger concepts
related to specific concepts.
 Inquiry develops the mind for a lifetime quest of
knowledge and understanding.
 Inquiry activities can be more engaging and interesting
to students than chalk and talk.
 Useful for any age group so it can be applied in many
different educational settings.
 Builds all experiences and knowledge that students
bring to the classroom, no matter how diverse these
may be. SPG
 Enough specific topics may not be covered in a
educational year when only Inquiry method is
used.
 Many students do not know how to ask questions.
So teachers first attempt of Inquiry may seem
difficult or discouraging.
 Inquiry focuses on helping children to ask
questions. Therefore, instructors must learn the art
of asking good questions.

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