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Using Guided Inquiry in the High School Chemistry Classroom

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Positive students attitudes are associated with: a high level of involvement. strong positive relationships with classmates. use of variety of teaching strategies ... – PowerPoint PPT presentation

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Title: Using Guided Inquiry in the High School Chemistry Classroom


1
Using Guided Inquiry in the High School Chemistry
Classroom
  • Scott Seiple
  • Shelley Baker
  • University of Pennsylvania
  • Penn Science Teacher Institute

2
The Need for a New Approach
  • Traditional lecture not optimal for most learners
  • Positive students attitudes are associated with
  • a high level of involvement
  • strong positive relationships with classmates
  • use of variety of teaching strategies

3
The Need for a New Approach
  • Lectures are often highly symbolic and neglect
    the particle and macroscopic nature of chemistry.

4
Why Guided Inquiry?
  • Positive students attitudes.
  • Opportunity to use all three levels of
    representation.
  • Guided Inquiry supports both of these
    instructional considerations.

5
What is Guided Inquiry?
  • Based on POGIL model developed at Franklin and
    Marshall College.
  • Information/data provided by the instructor can
    be in many forms.
  • Students work in small groups to solve questions
    that lead students to reach conclusions about the
    data.

6
What is Guided Inquiry?
  • Students must connect information to background
    knowledge.
  • Questions being asked become sequentially more
    difficult (modeling Blooms Taxonomy) - critical
    thinking.
  • Knowledge
  • Application
  • Analysis/Synthesis

7
Benefits of Guided Inquiry ?
  • Allows for easy and rapid formative assessment of
    student understanding.
  • Simulates the scientific process.

8
Benefits of Guided Inquiry ?
  • Addresses National Standards ? Deeper
    understanding of content, not just memorization
    of facts.
  • Builds science literacy

9
Benefits of Guided Inquiry ?
  • Has high task value.
  • In a well-constructed guided inquiry exercise
    students will
  • Gain an understanding of the importance of the
    concept
  • Comprehend the utility of the concept
  • Find the topic to be interesting.

10
Use in the classroom
  • Guided inquiry exercises have become part of the
    instructional practice toolbox, but are not
    necessarily used everyday.
  • Desired outcomes may not be evident at first.
  • Use needs to be consistent.

11
Use in the classroom
  • Requires active teacher involvement.
  • Monitor groups.
  • Provide additional guidance, but be careful not
    to give too much away.
  • Ask additional questions to challenge student
    understanding.

12
Use in the classroom
  • Review questions and answers as a whole group.
  • The frequency and method for doing this depends
    upon the audience.
  • Maintains student focus.
  • Provides needed feedback and reassurance to
    students.

13
Outcomes
14
Conclusions
  • This approach can get old for students and should
    not be over-used. Vary the tools.
  • Some students may get hidden in the group.
  • Some students just want to know the answers and
    not value the process.
  • You still may not be sure of a students level of
    understanding before a summative assessment.

15
Conclusions
  • Requires purposeful grouping.
  • Initial preparation/development is time
    consuming.
  • Authentically forces students to assume
    accountability for their own learning.
  • If the goal is deeper understanding be sure you
    are accessing for deeper understanding.

16
Guided Inquiry
  • Questions and Discussion.

17
References
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