A. Concept of Inquiry Method
1.
Definition of Inquiry
Method
A method of inquiry is capable of methods followed
learners to realize what has been gained during learn. Inquiry put learners as
subjects to active (Mulyasa,
2003: 234).
Garcia (2003:2). Inquiry-based
instruction is instruction using hands-on activities that allow children to
explore scientific concepts, as well as instruction in which the focus is on
using process skills to gain deeper understandings of the connections in
science.
Inquiry is the dynamic
process of being open to wonder and puzzlements and coming
to know and understand the world” (Galileo Educational Network in Alberta 2004)
Bruce and Davidson (1996:9)
The Inquiry Model assumes that knowledge
is constructed through meaningful activity which may include, but is not
limited to, conventional literacy activities.
Inquiry as a teaching method was invented by social
studies teachers. Students were given data from different countries, and asked
to analyze the data to make generalizations and predictions about the people of
the countries. Inquiry is a term used broadly to refer to everything from
pseudo-experiments where the teacher has the students reify already taught
concepts to one in which students have virtually total control.
2.
Step of Inquiry Method
According to Hollywood
Academy of Art And Science (2006:3) defines the steps of inquiry lessons are:
a) Purpose
The
teacher tells the students what they will be learning about and tells them of
the interesting implications of the lesson.
b) Hypothesis
In those
activities where there will be a hypothesis, the students should always be
expected to make their own hypotheses. This should be done in small groups
(pairs), then in whole class discussion. Students should state their hypotheses
in terms of the effect of one variable on another, and you must encourage them
to justify their hypotheses.
c) Procedure
Once students have a clear idea of the purpose of the experiment or study, they should have some idea of how to find the answer. Often, the discussion of different hypotheses will give those ideas for how to test their own hypothesis. Just because they have shown that their hypothesis might be true does not mean they have proved it! The alternative might still be a possibility. They have to rule on the other hypothesis as well as showing that their hypothesis works
d) Materials
Once students know what they plan to do, they
can make a list of the materials they will need. Sometimes it helps to tell
them what materials are available before they design their procedure (one small
way you can retain control) However, often the
materials they need can be brought from home. If students are testing different
kinds of food for starch and fat, you would encourage them to bring some from
home.
e)
Data
Before students begin the experiment, remind them of all
safety precautions. If they are working with chemicals, they should be wearing
safety glasses. If they are working with Bunsen burners, they should have their
hair tied back. Etc. Then they are to carry out their experiment. Since they
designed the procedure, they should know what data to collect. They should have
a plan to record their data.
f)
Analysis
Students should know what they are trying to find. They might need assistance in steering away from their affirmation bias, however. The students need to be reminded that they should start with more than one of each bean plant, just in case one of them is a dud. And, it might turn out that vinegar is good for germination of bean seeds.
g) Conclusion
When your
students have finished their study or experiment, they must discuss their results
with one another. They must find out who had the same results, which had
different results, why the results might have been different. They must
interpret the results according to their original question. What do the results
mean? The results will almost certainly lead to another question, and the
process begins again.
Notice
that the class discussion of the conclusion is the brief of the lesson. This is
when the meaning of the lesson can be put into the context of the unit as a
whole. A big
advantage of inquiry where students have most of the control over the activity
is that students of different cultural backgrounds have different principles of
inquiry
3.
The Procedure of Inquiry Method
Alberta (2004:11) Inquiry-based learning is a process where
students are involved in their learning, formulate questions, investigate
widely and then build new understandings, meanings and knowledge. That knowledge is new to the students and may
be used to answer a question, to develop a solution or to support a position or
point of view. The knowledge is usually
presented to others and may result in some sort of action.
Center for Inspired Teaching (2008:1) inquiry-based teaching
is a pedagogical
approach that invites
students to explore academic content by posing,
investigating, and answering questions. Also known as problem-based teaching
or simply as
‘inquiry,’ this approach
puts students’ questions at the
center of the
curriculum, and places
just as much
value on the component skills of research as it does
on knowledge and understanding of content
Miller. (2006: 30) Inquiry
is a multifaceted
activity that involves
making observations; posing questions; examining books and other sources
of information to see what is already known; plan-ning investigations;
reviewing what is already known in light of experimental evidence; using tools
to gather, analyze, and interpret data; proposing answers, explanations, and
predic-tions; and communicating the results. Inquiry requires iden-tifi cation
of assumptions, use of critical and logical thinking, and consideration of
alternative explanations
Alberta (2004:13) defines Inquiry-based learning provides opportunities for students as follows:
a) Develop skills they will need all their
lives
b) Learn to scope with problems that may not have
clear solutions
c) Deel with changes and challenges to
understandings
d) Shope their search for solutions, now and
in the future.
A systematic approach to the development of these
skills is essential to prepare students for problem solving and lifelong
learning. A systematic approach ensures
that students have the opportunity to engage in inquiry, to learn an overall
process and to understand that this general inquiry process can be transferred
to other inquiry situations
The Great Books Foundation (2007: 1) state the procedure of inquiry method in:
a)
Focus on the content of a text and attain thorough understanding
b)
Read actively, ask questions, retain knowledge, and take initiative for learning
c)
Resolve confusion and answer questions themselves
d) Use new strategies independently to get the most out
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