INQUIRY METHOD

B. ED COURSE CODE 6400

UNIT: 4
Objectives of the Unit
 After completion of this unit you will be able to:
 1. Use the inductive and deductive methods of teaching in the actual
classroom setting.
 2. Use scientific method to enhance learning of their students.
 3. Use problem solving approach to leaning for authentic learning of
their students.
 4. Select appropriate teaching technique as per context and content
of the lesson.
 5. Develop appropriate AV aids to foster inquiry.
 6. Make informed decisions as to when the use of inquiry method
will be most conducive.
Overview
This unit of inquiry approach is to empower the prospective teachers with the
knowledge, and skills to use inquiry approach in the classroom also this will develop
more positive attitude towards the use of this approach. According to Kahn and
O’Rourke, (2005) inquiry based learning is student centered learning and is a
paradigm shift from passive to active learning process. Therefore inquiry based
learning can be perceived as broader term that involves:
 Range of teaching learning approaches
 Process of guidance by supportive inquiry
 Active involvement of the learner to foster critical thinking.
In this particular unit we will focus on inductive and deductive methods of teaching,
application of scientific method, and problem solving approach in teaching learning
process.
INDUCTIVE METHOD

The inductive reasoning method moves from specific to general. These

examples will help us to understand the concept of inductive reasoning.
Consider this “Previous car accidents of this sort were caused by
brakes failure, and therefore, this accident was also caused by
brakes failure.” Similarly while doing exercises of mathematics
children use induction method “as previous question was solved by
adding the numbers, therefore, this question may also be solved by
same method”, and most of the time it comes true.
Important aspects of the inductive
teaching method
 1. It gives new knowledge as student are supposed to involve in the
process of knowledge construction.
 2. It is a method of discovery, where students discover the fact by
their own involvement.
 3. It is a method of teaching; teachers used this by starting from the
known facts and using different inquiry techniques to discover the
hidden ones.
 4. Child acquires firsthand knowledge and information by actual
observation.
Important aspects of the inductive
teaching method
 5. It is a slow process, as all the steps are interlinked and the student
cannot move forward without the mastery of the previous one.
 6. It trains the mind and gives self confidence and initiative to the
students after being exposed to inductive method the students has
more positive attitude towards taking initiatives in their studies.
 7. It is full of activity, many activities lead towards the generation
of new knowledge.
 8. It is an upward process of thought and leads to principles, the
students understand the philosophy behind that principle.
DEDUCTIVE METHOD

In deductive reasoning we argue from the general to a specific instance.

For example:
we often say that “Be careful of that wasp: (‫) ب===ھ=ڑ‬it might sting.” is
based on the logic that wasps have stings; therefore each individual
wasp will have a sting. So, it can be concluded that, we should not
examine each and every wasp. Because of the validity of deductive
reasoning, we may make an assumption that is both useful and
efficient. Let’s have another example of deductive reasoning.
DEDUCTIVE METHOD

Deductive reasoning works from the more general to the more specific. Sometimes this
is informally called a "top-down" approach. We might begin with thinking up a theory
about our topic of interest. We then narrow that down into more specific hypotheses
that we can test. We narrow down even further when we collect observations to address
the hypotheses. This ultimately leads us to be able to test the hypotheses with specific
data a confirmation (or not) of our original theories.
One of the most common and useful forms of deductive reasoning is the syllogism. The
syllogism(logical argument)is a specific form of argument that has three easy steps.
  Every X has the characteristic Y.
  This thing is X.
  Therefore, this thing has the characteristic Y.
Important aspects of the Deductive
teaching method
 1. It does not give any new knowledge, but helps to explore the existing
knowledge.
 2. This method is to verify the existing theories and laws and is called a method
of verification.
 3. This method helps to impart instructions to the students and considered as
valid method of instruction.
 4. During the process of deductive method of instruction students get ready made
information and make use of it.
 5. It is quick and time saving process and truth of the conclusion depends upon
the sample selection.
Important aspects of the Deductive
teaching method
 6. It encourages dependence on other sources therefore the accuracy of th sources
 used makes the conclusions valid and reliable.
 7. There is less scope of activity in it, teachers used the already planned lesson
and
 not deviate from the plan.
 8. It is a downward process of thought and leads to useful results, which are
embedded in the specific environment.
INDUCTIVE AND DEDUCTIVE
METHODS OF TEACHING
According to Marwaha (2009) there are two major parts of the process of learning of
a topic: establishment of formula or principles and application of that formula or
those principles. The former is the work of induction and the latter is the work of
deduction.
Therefore, people, “always understand inductively and apply deductively” and a
good and effective teacher is he who understands this slight balance between the two.
Thus: “his teaching should begin with induction and end in deduction.”
It may be concluded that inductive method is an ancestor(forefather) of deductive
method. Deduction is a process particularly suitable for a final statement and
induction is most suitable for exploration of new fields. Probability in induction is
raised to certainty in deduction. The suitable combination of the two is most
appropriate and desirable.
ACTIVITY
Select any lesson from the English / Urdu
Textbook of class six and
develop five questions to use in inductive
method of teaching.
SCIENTIFIC METHOD

Better understanding of the scientific method is a common component

for increased awareness towards the knowledge acquisition. However,
McPherson (2001) believes that lack of understanding of the scientific
method is more out of control than is commonly believed, at least in
part because many scientists and science educators do not understand
all the components of the scientific method up to the level of
application. Different scientists and researchers enlist different number
of steps involved in the process of scientific method.
Definition of Scientific Method

In their geology book, Wicander & Monroe as cited in Keyes (2010)

defined scientific method:
 “A logical, orderly approach that involves gathering data,
formulating and testing hypotheses, and proposing theories.”
 “The scientific method is an approach to data collection that relies
on two assumptions: (1) Knowledge about the world is acquired
through observation, and (2) the truth of the knowledge is confirmed
by verification—that is, by others making the same observations”
(Ferrante, 2008).
Steps/ Procedure of Scientific
Method.
 1. Realizing the problem
 2. Defining the problem
 3. Analyzing the problem
 4. Collecting data / information
 5. Analyzing the information
 6. Framing hypothesis
 7. Verifying the hypothesis
 8. Finding the solution
 9. Applying the solutions in the life situations.
Role of the Teacher

 Arrange a necessary environment to understand the problem.

 Guide the learner to collect the data or information.
 Help in classification and arrangement of data or information in a
desired order.
 Formulate the hypothesis and test the same.
 Help to prepare a report on tested hypothesis.
 Give a life situation and enable the student to utilize the solution to
find the result.
Characteristics of Good Teacher

 He / she should be open minded

 Interested in seeking accurate knowledge and searching for the truth
 Objective in nature (analyze all the happenings without any prejudice or bias)
 Not superstitious (free from superstition).
 Solve the problems based on upon the evidence and following scientific method
 Opinion and conclusions would be based on the adequate evidences only.
 Identify the measures to develop scientific attitude among the students.
Merits of Scientific Method

 Learners always try to solve their problem themselves

 Learning process is independent
 Highly motivated learning by experience is also felt
 Learning by doing enhances the motivation and self confidence in learning.
 Learner solves the problems scientifically and arrive new valid solutions too.
 Learner receives good skills and training from the scientific method
 Learners can develop their skills in data collection and analysis.
Limitations of Scientific Method

 Time consuming
 Learners need to work hard for a longer duration
 There will be no facilities available for some problems
 Ifteacher is not competent in this method entire teaching-
learning process will be collapsed.
THE PROBLEM SOLVING
APPROACH
Problem-based learning (PBL) is generally applied by organizing the
class into small groups, the teacher being the facilitator provides a
number of comparatively easy problems to the students and guides
them how to tackle these.
As the students gain confidence with some experience with PBL, the
element of guidance is lessened. The process can be stream-lined by
providing the students with worked examples in the beginning, at later
stages they can be challenged with some less complex problems and so
on, till they reach maturity and could face more realistic problems.
Process of Guidance
PBL in the form of a cycle as shown below
The Role of Teachers in PBL

The success of any PBL program depends on teacher’s role and its effectiveness. It
requires changes in the way teachers plan instruction, direct learning, transmit
knowledge, oversee instruction, and assess student achievements (Gordon et al.,
2001).
The teachers facilitate the development of projects and act as expert consultants.
Having seen the background, goals, processes, and procedures of Problem Based
Learning, its concepts on philosophical basis, its relationship with other similar
techniques, the role teachers are expected to adopt this method as per resources and
the environment or learning context.
ADVANTAGES AND LIMITATIONS
OF INQUIRY METHOD
  Be interested and enthusiastic
  Get students talking to each other and learning from the peers
  Promote the use of accurate current information resources as students research
their
 learning issues
  Establish a good learning environment for the group Students develop skills in:
  Critical and creative thinking
ADVANTAGES AND LIMITATIONS
OF INQUIRY METHOD
  Communication
  Self-directed learning
  Team-work
  Project management
  Problem-solving and
  Students get to know one another better and make friends