personal inquiry designing for evidence-based inquiry learning across formal and informal settings
TRANSCRIPT
Personal Inquiry
Designing for Evidence-based Inquiry Learning across Formal and Informal
Settings
Prof Blundell says: “the Telegraph article was a complete distortion of the
facts of our investigation, which showed that exercise is very effective
for weight loss. They completely reversed the outcome of our study.”
Prof Blundell says: “the Telegraph article was a complete distortion of the
facts of our investigation, which showed that exercise is very effective
for weight loss. They completely reversed the outcome of our study.”
How can we help people to think, talk, and act like good scientists?
Personal Inquiry project
• Three year project• University of Nottingham/ Open
University• Aim:
– To help children to engage in effective science inquiries
Inquiry learning
“Inquiry-based learning involves learners asking questions about the natural or material world, collecting data to answer those questions, making discoveries and testing those discoveries rigorously”(de Jong, 2006)
Why inquiry learning?
• Problem-oriented– Learning through solving real-world problems
• Relevant– Explore personally meaningful problems
• Engaging– Active involvement in carrying out
investigations
• Contextualized– An inquiry can start in the classroom and
continue in the workplace, or at home
Principles of successful inquiry learning
• Motivation of learners• Tools for data collection, discovery,
testing• Support for the inquiry process• Sequencing activities
Motivation
• Taking inquiry learning outside the classroom- school, playground,
home, outdoors• Supported by personal
technology
Tools
Low cost evidence-based inquiry toolkit
Scripted inquiry learning– ‘dynamic inquiry plans’– on a personal mobile computer
Process support
Sequencing activitiesFind my topic
Decide my inquiry question or hypothesis
Planmy methods, equipment, actions
Collectmy evidence
Analyseand represent my evidence
Respondto my question or hypothesis
Shareand discuss my inquiry
ReflectOn my progress
Sequencing activities
nQuire Inquiry Guide to provide flexible sequencing of activities
Interventions• Urban heat islands
– 3 months, geography, 2008 & 2009
• Heart rate and fitness– 2 weeks, science, 2007
• Microclimates– 4 lessons, geography, 2008
• Healthy eating– 5 weeks, 2008
• Sustainability– 11 weeks, 2009
• Noise pollution and birds– 4 weeks, 2009
Research Design (UoN)
Pre-Test Intervention Post-Test Delayed Test
Personal Inquiry class
Science Attitudes
Domain Knowledge
Inquiry Knowledge
Personal Inquiry on Healthy Eating
Science Attitudes
Domain Knowledge
Inquiry Knowledge
Science Attitudes
Control class
Science Attitudes
Domain Knowledge
Inquiry Knowledge
Normal Classroom content on Healthy Eating
Science Attitudes
Domain Knowledge
Inquiry Knowledge
Science Attitudes
Research Design (OU)
Pre Inquires Post
Personal Inquiry
(n=max 30)
TOSRA
• Three personal inquiries on the sustainability of food production• Video recording of 2 focal groups of students and whole-club activities• Observer notes of classroom interactions• Log data of pupils’ use of Activity Guide• Students’ thought bubble posters
• TOSRA• Interviews with teachers and students• Telephone interviews with parents
Next stage: nQuire onlinewww.nquire.org.uk
• Calculator• Timer• Camera• Audio recorder• Accelerometer• Location recorder• Tilt sensor• Communicator
• Anemometer
Next stage: iPhone