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.
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
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 answern questions themselves
d) Use new strategies independently to get the most out
