Inquiry education (sometimes known as the inquiry method) is a student-centered method of education focused on asking questions..

1. By: JONATHAN O. BARDE
II-PHYSCI

2. Inquiry education
(sometimes known as the
inquiry method) is a
student-centered method
of education focused on
asking questions..

3. Students are encouraged to ask
questions which are meaningful
to them, and which do not
necessarily have easy answers;
teachers are encouraged to
avoid giving answers when this is
possible, and in any case to
avoid giving direct answers in
favor of asking more questions.

4. The method was
advocated by Neil Postman
and Charles Weingartner
in their book Teaching as a
Subversive Activity.

5. The inquiry method is motivated
by Postman and Weingartner's
recognition that good learners
and sound reasoners center
their attention and activity on
the dynamic process of inquiry
itself, not merely on the end
product of static knowledge.

6. They write that certain characteristics
are common to all good learners
(Postman and Weingartner, ), saying that
all good learners have:
 Self-confidence in their learning ability
 Pleasure in problem solving
 A keen sense of relevance
 Reliance on their own judgment over
other people's or society's
No fear of being wrong
No haste in answering
 Flexibility in point of view

7.  Respect for facts, and the ability to
distinguish between fact and
opinion
 No need for final answers to all
questions, and comfort in not
knowing an answer to difficult
questions rather than settling for a
simplistic answer

8. In an attempt to instill students
with these qualities and
behaviors, a teacher adhering
to the inquiry method in
pedagogy must behave very
differently from a traditional
teacher.

9. . Postman and
Weingartner suggest
that inquiry teachers
have the following
characteristics :

10. • They avoid telling students what
they "ought to know".
• They talk to students mostly by
questioning, and especially by
asking divergent questions.
• They do not accept short, simple
answers to questions.
• They encourage students to
interact directly with one
another, and avoid judging what
is said in student interactions.
• They do not summarize students'
discussion.

11.  They do not plan the exact direction of
their lessons in advance, and allow it
to develop in response to students'
interests.
 Their lessons pose problems to
students.
• They gauge their success by change in
students' inquiry behaviors (with the
above characteristics of "good
learners" as a goal).

12. 1. Define the topic or introduce the
topic.
2. Guide students to plan where and
how to gather data, information. they
may research on the topic/question
by viewing, reading constructing,
experimenting and observation.
3. Students present findings through
graphs, charts, powerpoint
presentation, models and drawing.

13. For example, when discussing the
internal structure of the earth, a teacher
will often give the students information
about just the names and sizes of these
earth layers, or the "what we know." But
what really is important and intriguing
for the student is the "how do we
know?" about these structures. No one
has been down there, and physical
probes have only scratched the surface.

14. To enhance inquiry learning, the
teacher should explain that indirect
scientific evidence, mainly the
transmission and reflection of
different kinds of earthquake waves,
provides much of our understanding
about the internal structure of the
earth. This approach provides the
student with the opportunity not only
to learn the names and sizes of the
structures but, more importantly, to
ponder and question the nature of
indirect scientific evidence as well.

15. Thus, an inquiry approach can help
students connect science with the
scientific method. Students learn to
apply the method to various fields of
study while coming to understand their
content.

16. Its emphasis is on the process of
gathering and processing more
information.
The inquiry approach which
predominantly allows some degree
of freedom develops initiative and
divergent thinking.
A deep sense of responsibility is
developed when learners are left to
manage their own leaning.

17. Educators strongly believe that
facts and concepts that learners
discover themselves become stored
as part of their permanent learning.
Experiencing success in inquiry-based/
discovery lessons build up the
learners feeling of confidence.
Participation in inquiry activities
strengthens learners intellectual
capabilities.

18. Prepared by:
JONATHAN O. BARDE
II-PHYSCI
PREPARED TO:
MR. CARLO M. CORNEJO
Instructor

19. PRINCIPLES OF TEACHING 1
By: Brenda B. Corpuz, Ph.D.
Gloria G. Salandanan, Ph.D.
WIKEPEDIA
www.inquirymethod/wikepedia.yahoo.
com.ph.