Commission on Higher Education

Samar Colleges, Inc.

COLLEGE OF GRADUATE STUDIES
Catbalogan City

Subject: : EE 209
Subject Code : MA039
Course: : MAEd- Elementary Education
Course Description Title : Advanced Teaching Strategies-III
Professor : Ruperto N. Torrechiva
Academic Term and School Year : Ist Semester, SY 2023-2024
Topic : Guided Exploratory Approach
 Inquiry Process
 Laboratory Experimenting
 Field Trip
Discussant : Lydia A. Gabuay
Reporter No. : 10
References : https://wwwgudwriter.com.penzu.com
https://www.examples.com.business
: http://slideshare.net

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What is Guided Exploratory Approach

PROCESS- ORIENTED METHOD – Step by step acquisition of knowledge and
skills.
3 MAJOR CONSIDERATIONS;
 The process emphasizes how to learn and not to learn.
 It stresses the need for functional/ relevant transfer of knowledge.
 It is concerned with the development of the intellect.

WHAT IS INQUIRY PROCESS

 Inquiry is an approach to learning that engages our natural curiosity and desire to
make sense of the world. It encourages the asking of questions and the seeking of
answers to those questions through investigation and exploration.
 Inquiry Approach – sometimes termed “discovery,” “heuristic” and “problem
solving” is defined simply as a teaching method which is “modeled after the
investigative processes of scientists.” It puts premium on obtaining information
through direct experiences

 Inquiry-based learning is a learning and teaching strategy where students
construct knowledge through a process of observation, investigation, and
discovery. Examples of inquiry-based learning include observational field trips,
science experiments, and hypothesis-based research projects.
 Inquiry is an approach to learning that involves a process of exploring the natural
or material world, and that leads to asking questions, making discoveries, and
testing those discoveries in the search for new understanding.
 the first step is to ask a question. Your question should be measurable and you
should be able to find the answer through experimentation. Include of these
question how, when , why, where, whom/ which. Once your question is
formulated the second step is to research your subject matter.
 good science education requires both learning scientific concepts and developing
scientific thinking skills.
 inquiry, as it relates to science education, should mirror as closely as possible the
enterprise of doing real science.
 the process begins when the learner notices something that intrigues, surprises, or
stimulates a question—something that may not make sense in relationship to the
learner's previous experience or current understanding.
 -the inquiry process is driven by one’s own curiosity, wonder, interest, or passion
to understand an observation or to solve a problem.
 the next step is to take action—through continued observing, raising questions,
making predictions, testing hypotheses, and creating conceptual models.
 the learner must find her or his own pathway through this process. It is rarely a
linear progression, but rather more of a back-and-forth, or cyclical, series of
events.
 as the process unfolds, more observations and questions emerge, providing for
deeper interaction with the phenomena—and greater potential for further
development of understanding.
 along the way, the inquirer collects and records data, makes representations of
results and explanations, and draws upon other resources such as books, videos,
and the expertise or insights of others.
What is Pose Real Question?

First task as part of the inquiry based project is to create questions. The best
questions are about things you actually want and need to know. Can your question truly
be answered through your research?

Is posing question correct

Ask is the broader term, referring to a request for information. Other uses, too, but
the question is about this use. If you pose a question. though, you are more likely asking
for an opinion, and probably introducing a hypothetical situation.

Finding Resources

E -books and audio books apps like Audible and Kindle are great resources for
inquiry-based learning in the classroom as they provide students with access to a wide
range of texts and multimedia resources, which can help to support their research and
inquiry process.

What does it mean to interpret information?

Information interpretation is the process through which individuals and

organizations make sense of new information that they have acquired. Information is
always neutral, but as individuals, we interpret it as good or bad and we try to give it
meaning.

How do people interpret information?

Perception is the way we interpret the world around us. It is how we make sense
of the information that our senses provide us with. Our perceptions are shaped by a
variety of factors, including our biases, experiences, cultural backgrounds, emotions, and
the depths of our consciousness.

How to Interpret information

Data interpretation refers to the process of using diverse analytical methods to

review data and arrive at relevant conclusions. The interpretation of data helps
researchers to categorize, manipulate, and summarize the information in order to answer
critical questions.
To give or provide the meaning of; explain; explicate; elucidate: to interpret the
hidden meaning of a parable. to construe or understand in a particular way: to interpret a
reply as favorable.

WHAT ARE THE SEVEN STEPS IN INQUIRY PROCESS

PROCESSFCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC
 QUESTION

Inquiry is driven by curiosity, wonder, interest and/or a need to answer

a question. Being able to ask rich questions enables students to
construct their knowledge and develop an understanding of concepts
and experience.
It is important that educators create a classroom environment that
supports and encourages students’ questions. This means creating an
environment that provides opportunities for students to engage with
others and to ask and respond to authentic, meaningful questions.

Students develop the ability to ask different kinds of questions for

different purposes when they observe questioning modeled by
educators. Educators are encouraged to help students to ask many
different types of questions, including questions that inspire scientific
inquiries.

PREDICTING

Predicting is an important part of any Inquiry. Predictions are not guesses, but
rather are forecasts of what one thinks might happen based on observations
and prior knowledge. The ability to make logical predictions supports the
development of the ability to formulate hypotheses.

The ability to make good predictions relies on skills such as observing (using
the senses to collect information), sorting and classifying (grouping objects or
events according to their similarities or predetermined groups), and inferring
(making assumptions based on prior knowledge).

As with questioning, students develop the ability to make reliable predictions

in a classroom environment that accepts and respects students’ predictions and
refrains from judging, rewarding, acclaiming or condemning predictions and
that encourages students to think for themselves and to make predictions based
on their unique experiences, thoughts and ideas.

Students develop the ability to make reliable predictions when this skill is
modelled by educators. Students also learn what a reliable prediction sounds
like when opportunities are provided for them to share their predictions and
the reasoning behind them as part of the Inquiry process.

PLAN

Once students have identified questions to explore and have made predictions
about the outcome of their explorations, they need to design ways to test their
predictions.

When developing a plan for an Inquiry, students should ask themselves what
they need to do to find answers to their questions. This involves applying
organization skills to identify the methods, tools, materials and sequence of
steps to follow. Another element of planning involves thinking about
where/how to get the information (data) needed and the most appropriate
way(s) to record their data.

Educators can model the planning process by having students brainstorm the
steps that could be taken to conduct a sample Inquiry and then collaboratively
plan the order in which the tasks should logically occur.

INVESTIGATE

The Investigation stage of the Inquiry process is the stage at which predictions
are tested and information and data are gathered.

Scientists (and other professionals) often test their predictions by conducting

experiments. The purpose of an experiment is to see if observations made
about a given phenomenon agree or conflict with the predictions made. When
investigating, students may conduct what is known as a fair test or controlled
experiment in which one variable is changed while all other variables are kept
constant. Educators may wish to model fair testing for students who may not
have been introduced to this type of investigation.

When investigating, students develop and apply a number of skills such as

observing, sorting and classifying, comparing and contrasting, working
collaboratively and working safely as they explore objects, materials and/or
events. Investigating may give rise to more questions and wonderings to be
considered.

It is important that educators stress with students the need to observe only
what they actually see/hear/smell etc., and not make assumptions or inferences
at this point in the Inquiry process. “Just the facts” is a good motto to follow
during the investigation stage.

RECORD
As part of the Inquiry process, students consider appropriate ways in which to
record the data that they will be collecting. The preservation of data for later
use is an important part of the Inquiry process.
When planning for documenting and organizing data, students must consider
the kinds of data they will be gathering (e.g., qualitative, quantitative) and
how best to document and organize the data so that it will be useful for
analysis and interpretation. The process of documenting and organizing data
promotes the development of a wide range of written, oral, visual and digital
communication skills such as sketching, labelling, note-taking, journaling,
photographing, videotaping, etc.
Educators should encourage students to obtain as much information as
possible when they record observations and data gathered through inquiries
(e.g., include units of measurement with quantitative data, label apparatus,
and take photographs with date and time stamps).

ANALYZE AND INTERPRET

 Analyzing involves organizing data and looking for patterns in the data that
was collected during an Inquiry. This can include looking for repeated results,
upward and downward trends, etc. Interpreting involves trying to explain the
patterns that were discovered as well as trying to explain unusual points or
discrepancies in the data.

Analyzing and interpreting data may not always occur in a simple, linear way.
Sometimes additional data is needed, or the data needs to be recorded and
displayed in a different way, in order for the patterns to be discovered. In the
Planning stage, students considered the ways in which they would record the
qualitative and quantitative data they would be collecting.

In the Analyzing and Interpreting stage they find out if the ways they chose to
record the data make the information easy to use, or if they need to rethink and
revise their organization and recording methods for future inquiries.

CONNECT
In the Connect stage of the Inquiry process, meaning is made of the Inquiry
experience through making connections between prior knowledge and new
knowledge and experiences. These connections can occur through individual
reflection as well as through conversations with others.

Reflection is a process whereby students use critical thinking skills to look

back on a learning experience in terms of things that went well and areas
where there may be room for growth/change. Through conversations with
peers and educators, students can compare their experiences and their findings
and discuss why there were similarities and differences in the findings.
Educators can provoke students thinking about who might be interested in the
findings from the Inquiries and how what was learned might be useful in
future learning.

Connecting should not be seen as the final stage in the Inquiry process.
Throughout their Inquiries students may find that questions arise that can lead
to further learning through Inquiry. Educators should provide opportunities for
students to share these questions and to encourage students to use their
questions to begin new Inquiries

What is the importance of inquiry process

Inquiry enables students to learn through curiosity, discovery, and collaboration

rather than being presented with facts through direct instruction. An inquiry approach
encourages students to: ask thought-provoking questions. investigate widely and deeply.

2.2 LABORATORY EXPERIMENTING

Laboratory experiments are the most heavily controlled form of experimental

research. Participants can also be randomly allocated to experimental conditions, to avoid
experimenter bias (i.e. the experimenter cannot be accused of choosing who will be in
each experimental condition, which could affect the results).

What is laboratory experimental method?

Laboratory experiments are a particular method that enables the highest level of
control for hypothesis testing. Like other types of experiments, they use random
assignment and intentional manipulations, but these experiments are conducted in a room
or a suite of rooms dedicated to that purpose.

STEPS HOW TO MAKE LABORATORY EXPERIMENTING

Experiments are performed all around us everyday. Whether they're done to find
out if a cancer curing medication works or to find out how fast water evaporates at certain
temperatures, experiments are constantly performed. However, what separates a simple
experiment from a professionally done experiment is the use of the Scientific Method.

The Scientific Method is a series of organized steps to which an experiment is done. The
Scientific Method helps you plan, predict, research, conclude and maybe even publish
your findings. The Scientific Method will make your experiment more organized, easy to
interpret and learn from.

The Steps of Scientific Method are:

1) Pose a Testable Question.
2) Conduct Background Research.
3) State your Hypothesis.
4) Design Experiment.
5) Perform your Experiment.
6) Collect Data.
7) Draw Conclusions.
8) Publish Findings (optional).

What is the use of laboratory experiment?

Laboratory experiments are particularly valuable in testing theory and in
providing quantitative, if empirical, estimates of, for example, constants of
proportionality which cannot presently be determined by theory or numerical
computations.

What characteristics define a laboratory experiment?

A laboratory experiment is defined as the series of tests in an investigation that is
organized and controlled inside a laboratory. It must be done under controlled conditions.
Variables, which include the independent and dependent variables, and data are the
components of a scientific experiment.

Why are laboratory experiments important to students?

Research has shown that students who engage in well-designed laboratory
experiences develop problem-solving and critical-thinking skills, as well as gain exposure
to reactions, materials, and equipment in a lab setting.

There are three main types of scientific experiments:

1. Experimental
2. Natural/Quasi-experimental
 3. Observational/non-experimental.

Experimental - experiments are the most detailed, and they show cause and effect.
An example of an experimental design would be randomly selecting all of the
schools participating in the hand washing poster campaign. The schools would then
randomly be assigned to either the poster-group or the control group, which would
receive no posters in their bathroom.

What are experimental activities?

All experiments involve collecting observations or observing actions to try to
answer a question or solve a problem. However, there are differences between research
and teaching experiments. Classroom experiments do this as part of a class to help
students learn more about the material they are studying.

Natural experiments or quasi-natural experiments

In economics are serendipitous situations in which persons are assigned
randomly to a treatment (or multiple treatments) and a control group, and outcomes are
analyzed for the purposes of putting a hypothesis to a severe test; they are also
serendipitous situations.

Observational/ Non experimental

-research focuses on observing the behavior of a research subject in a natural or
laboratory setting. It is classified as non-experimental because it does not involve the
manipulation of independent variables.
-a observational study is where nothing changes and just record what you see,
but an experimental study is where you have a control group and a testable group.

2.3 FIELD TRIP

What is field trip?

A trip by students to gain firsthand knowledge away from the classroom, as to a
museum, factory, geological area, or environment of certain plants and animals. a trip by
a scholar or researcher to gather data firsthand, as to a geological, archaeological,
anthropological, or other site.

What is the field trip method?

Description: Field trips describe opportunities for incorporating outside experiences into
a particular course. This may take the form of field trips to relevant locations, or it may
be more project-based field work with students regularly visiting or working at one site as
part of a course project.

Two Types of Field trips

1. Nature-focused Trips
2. People-Focused Trips.

What is an example of a field trip?

Popular field trip sites include zoos, nature centers, community agencies such as
fire stations and hospitals, government agencies, local businesses, amusement parks,
science museums, and factories.

NATURE – FOCUSED TRIPS

 A field trip to a nature center zoo, wildlife refuge, lakeshore, or other nature
destination can enrich young children’s lives and education in innumerable ways. It
makes learning more joyful, tangible, authentic, and meaningful; it connects children to
the larger world around them; and, it uses children’s natural capacity for wonder as a
springboard for inquiry and learning. The natural setting also enables children to use and
develop all of their senses and exercise their imagination in a more relaxed interpersonal
environment. Not lastly, a nature field trip introduces children to people in the
community who make a living by caring for plants, animals, and natural areas.
Popular field trip sites include zoos, nature centers, community agencies such as fire
stations and hospitals, government agencies, local businesses, amusement parks, science
museums, and factories.

PEOPLE- FOCUSED TRIP

It's all about the things that people do, and the ways that we do them. Whether it's
looking at the things we've built, the foods we eat, or the jobs we have, if it's about
humans it's a people-focused field trip.

Important Method of Field Trip

Field trips are most often done in 3 steps: preparation, activities and follow-up
activity. Preparation applies to both the student and the teacher. Teachers often take the
time to learn about the destination and the subject before the trip.

What is the importance of field trip in pupils learning?

Field trips and hands on learning make concepts more memorable. Just think back
to what you learned in school, the field trips you took, and what you learned on them are
still some of the clearest concepts. Additionally, field trips are important because students
are able to engage with content in a variety of ways.

What is the purpose of field trips in education?

Field trips are one of the best tools that can be used to provide every student a
real-world experience. When students leave the classroom, they see the connections
between what is happening in theory and in the 'real-world'. Senses are allowed to be
used, hearing, seeing, feeling, sensing and so on.

Example Activities :

Upper-Level Performance
Your upper grades are probably prepping for a performance of some kind, either
theatre, music, sports or otherwise. Let them practice the show for the younger grades —
which is a win for both groups.

Local Expert
See if you can find a local expert who relates to a unit you are studying and invite
him or her to do a presentation. Can you find an artist? Zoologist? They'll probably love
the opportunity to give back to the community while sharing something they love, and
you'll get the presentation free or at a steep discount. Hold the event in an auditorium so
it feels extra special.

Police & Fire

Younger kids are fascinated by police, fire, EMT and other types of rescue jobs.
Invite them to the school parking lot to do a presentation or arrange for students to go to
the firehouse and enjoy a guided tour. This creates a positive, larger sense of community
for everyone involved.

Cooking Show
Do you know a chef or have connections at a restaurant? See if they'll put on a
cooking show or do a cooking class for young kids. Most chefs will jump at the
opportunity to build relationships with so many little members of the community who
will grow up to be regular patrons of local cuisine.

Art School
Contact a local art school or an art museum for young kids and see if they will
either offer a discount day for students to visit or bring a few of their special activities to
your school. Since this is their target demographic, they'll love the opportunity to build
relationships and advertise with the students.