Buencuchillo, John Paul B.

BEED 1-1
Prof. Kristine Joyce Dela Cruz

1. What is inquiry based learning? How is it used in science?

- Inquiry-based learning is an approach to learning that emphasizes the

student’s role in the learning process. Rather than the teacher telling
students what they need to know, students are encouraged to explore the
material, ask questions, and share ideas. Inquiry-based learning uses
different approaches to learning, including small-group discussion and
guided learning. Instead of memorizing facts and material, students learn
by doing. This allows them to build knowledge through exploration,
experience, and discussion. Inquiry science encourages investigating
science-oriented questions while learning to prioritize evidence, evaluate
explanations against alternative explanations, and inform and justify
decisions, challenge the thinking of students.

2. What are the different levels of inquiry based approach?

- Luckily, there are many levels of inquiry that students can progress
through as they move toward deeper scientific thinking. We`ve found a
four-level continuum—confirmation, structured, guided, open—to be useful
in classifying the levels of inquiry in an activity

3. What are the benefits of inquiry based learning?

- The benefits of inquiry-based learning are the following:

a. Enhances learning experiences for children - Sitting in a classroom taking
notes isn’t always the most effective (or fun) way to learn. Rather than
memorizing facts from the teacher, inquiry-based learning enhances the
learning process by letting students explore topics themselves.
b. Teaches skills needed for all areas of learning- As they explore a topic,
students build critical thinking and communication skills. The cognitive
skills that students develop can be used to improve comprehension in
every subject, as well as in day-to-day life.

c. Fosters curiosity in students - Rather than simply memorizing facts,

students make their own connections about what they are learning. This
allows them to gain a better understanding of a topic than they would get
by just memorizing and recalling facts.

d. Allows students to take ownership of their learning - Students have the

opportunity to explore a topic, giving them more of a sense of ownership
over their learning. Instead of the teacher telling them what they should
know, students are able to learn in a way that works for them.

e. Increases engagement with the material - As a form of active learning, this

approach encourages students to fully engage in the learning process. By
allowing students to explore topics, make their own connections, and ask
questions, they are able to learn more effectively.

f. Creates a love of learning - Inquiry-based learning is designed to teach

students a love of learning. When students are able to engage with the
material in their own way, not only are they able to gain a deeper
understanding—they are able to develop a passion for exploration and
learning. At Grade Power Learning, we believe in an active, engaging
learning experience. Learn more about our approach to learning and how
we can get your child on the path to success.

4. Do you think inquiry based learning is a successful approach in the

educational set up in the Philippines?

- For me inquiry based learning in the Philippines is completely successful

but in some selected schools and province only where they can able to
apply the inquiry based learning and the students can go with the flow in
the education they have

5. Give at least 5 examples of Inquiry based activities applicable in teaching

science (Biology and Chemistry) to elementary students. Provide a short
explanation about the activity.
- The 5 examples of inquiry based learning activities that applicable in
teaching science are the following:
a. Floating Ice - Talk to your students about the chemical bonds (covalent and
hydrogen) that hold water molecules together. Explain how those bonds
stretch out when water freezes so that ice becomes less dense than liquid
water. Give your students an opportunity to come up with ways they can
watch this property of water in action. Ideas include: Pour water into a
plastic bottle and then place it in the freezer. Compare the volume of the
liquid and solid water after freezing and Make a pitcher of ice water. Draw a
line where the water level is before the ice melts. Allow the ice to melt into
the water and make a second line where the water level is now. Compare
the two.

b. Force and Mass - Provide students with a basic definition of force and
mass and discuss how those two factors work together to create
acceleration. Help them understand the acceleration of an object depends
on how much force is exerted, as well as the mass of the object. Explain
that you must exert more force on an object with a lot of mass than you
would on an object with less mass. Allow your students to experiment with
this by providing objects they can compare as they exert force. These
objects can include: A balloon and a basketball—have your students test
which one is easier to move with the least force (try to help them exert as
close to the same force as possible on each), An empty folder and a
textbook and Any other objects of roughly the same size that are available.
An experiment like this can lead to an awareness of just how important
understanding force and mass has been to human life. After all, they can
be discovered in so many instances of our everyday lives. For example,
without an understanding of either of these concepts, we would never have
been able to build anything and would have none of the inventions that
have enhanced our lives. See how many real-life examples your learners
can find of force and mass in action.

c. Leaf structure - If possible, take your students on a walk around the school
grounds and have them observe the leaves they see on different plant and
tree species. (If leaving your classroom isn’t possible, bring a selection of
leaves for them to observe.) Have your students make sketches of the
different leaf shapes and record any observations or questions. Discuss
how leaves make the energy for the rest of the plant or tree by collecting
energy from sunlight and converting it to food (photosynthesis). Then ask
your students to hypothesize about why leaves from different plant species
aren’t exactly alike even though they perform the same function. Their
thoughts may include: Whether the plant/tree does better in sunlight or
shade, Whether the plant/tree has its leaves open only during certain times
 of the day and The plant’s/tree’s natural habitat and climate. After exploring
this idea, lead your learners into a discussion of how photosynthesis
supports human life. During photosynthesis, light energy is used by foliage
to change water and carbon dioxide into the oxygen and compounds we
need to survive. How much of our planet’s greenery is being threatened by
industry and global warming? How will this impact life on Earth in the years
to come unless we do something about it

d. Which liquid is which? - Inquiry-based learning science activities that

explore the properties of matter are many. It’s an important subject since
everything is made up of matter. Knowing its various characteristics helps
us to make proper calculations and better predictions when conducting
experiments. This activity will have your kids using their senses in an
interactive way. It requires 5 plastic bottles and 5 clear liquids, such as:
water, dish soap, hydrogen peroxide, nail polish remover, lemon-lime soda,
vegetable oil and rubbing alcohol. Fill each plastic bottle with the same
amount of a different liquid and put on the lid. Number the bottles 1-5
without any other clues about the contents. Do not tell your students which
liquids you have used. Have your students number their papers from 1-5
and tell them their job is to identify the liquids that are in each bottle. They
can gently shake or roll the bottles and they can take the top off to smell
but not taste the contents. Have them record their hypotheses about which
liquids are in each bottle. They can then discuss their hypotheses and
explain the methods they used to determine each one. You can reveal the
true contents of each bottle at the end of the activity.

e. Color - Ask students to identify some of the colors they see around them.
What allows us to see those colors? What makes something red? Why is
red different from blue? Have students present their hypotheses. Now
explain to students that different colors are a result of different
wavelengths of light. For example, red has a longer wavelength while violet
has a shorter one. Next, teach your students we see one color because it is
the wavelength being reflected, while all the other color wavelengths are
being absorbed. In other words, we see green in grass because it is the
only color wavelength that is being reflected while all the others are being
absorbed. You can allow students to go on a walk around the school
grounds in search of anything in nature that has more than one visible
color. Good examples include: Leaves, Flowers, Animals, Birds. Color
theory is another fascinating subject to explore with your learners.
According to Color Matters, “color can sway thinking, change actions, and
cause reactions. It can irritate or soothe your eyes, raise your blood
pressure or suppress your appetite. When used in the right ways, color can
even save on energy consumption.” Help your learners understand that
 using color properly is also a big part of how we communicate since it’s
used extensively in art, design, and the marketing of all the products we
consume.

References:
- https://gradepowerlearning.com/what-is-inquiry-based-learning/
- https://blog.futurefocusedlearning.net/inquiry-based-learning-science-
activities