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My concept of inquiry is discovery through investigation. I believe that in order to begin an inquiry project, observations must be made, a question must be asked, and there must be a method of data collection to draw conclusions about the initial question.
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The process of inquiry is about the way that the process of learning occurs. Inquiry is when the learner takes a more active approach in their own learning. They make discoveries through active exploration.
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The inquiry process provides some structure (an endpoint; a process that can be explained/taught/repeated) to a very fluid/dynamic engagement of one's curiosity about the world around us. Inquiry is about WONDER and DISCOVERY and SHARING.
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To me, inquiry is the use of problem solving and critical thinking skills to gain knowledge on a topic you are curious about. This can be done many ways, but to name a few: exploration, investigations, observations, asking questions.
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I define inquiry as -- the process of building understanding through observations, posing questions, testing hypotheses, analyzing data, and presenting findings. It is built on imagination and curiosity and leaves room for many different approaches and conclusions. The image is my map and accompanying notes/thoughts.
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Inquiry is a process of learning that is student-driven based on each individual's curiosity. Curiosity leads to the development of a question that the student can research by designing their own experiment. By exploring ways to answer their question, a student will develop critical thinking and problem-solving skills.
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Inquiry gives a reason to learn, a reason to search for more answers. Instead of memorizing data and facts that can be regurgitated at will. It puts all the different types of learners on the same level.
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Inquiry begins at infancy and leads to a natural course of learning. Through inquiry we explore our unknown and take charge of our own learning. Inquiry results from our own desire to make sense of the world. It is exciting and intrinsically motivated. Our brains are more prepared to learn when it has chosen its own point of interest and is provided the control to answer its own questions, make its own investigations, and determine its own meaning.
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I believe that inquiry is the mind trying to fill a gap. That gap being dissonance of some sort. Similar to cognitive, adaptive dissonance. This causes us to seek out ways to fill the gap that was created, such that we start asking questions or seeking out answers in other ways. This overall process is called curiosity. My concept map is a little different as I explored more into the philosophical side of things. I also didn't exactly follow the exact concept map that the text provides, there are many types of concept maps.
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Inquiry is a wonderful way to get students to use their investigative skills. I like how it allows students to use their prior knowledge to help guide them to new information. I think the discussion is an important part of the process, allowing students to share ideas helping them to form new ideas from each other. Also much more engaging than direct instruction.
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Inquiry leads us to question and explore our natural world. Through exploring we research, examine, investigate, observe, probe and dissect things around us. This leads us to collect data, build prototypes, modify existing objects, draw conclusions and share our results. Through inquiry we are lead to new questions and curiosity, because inquiry is not linear.
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Inquiry has a similar pathway as the scientific method: pose a question, formulate a hypothesis, research and explore, and finally come to a conclusion that helps to answer the initial question. Inquiry involves being curious and open-minded. Inquiry-based learning must maintain neutrality such that it does not hinder "rabbit trails" and further questioning.
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Inquiry is learning through hands on investigation. This process allows for deeper understanding of the world around us. Inquiry is led by the learner or student and not a set of facts to memorize. Inquiry is open-ended and exploratory.
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Inquiry is the basis for learning about the world around us. Students and teachers alike can explore and ask question after question followed by experiments and research. Inquiry is an iterative process that requires back and forth, more questions, more research and willingness to ask more questions and change course when the unexpected happens. It really is the scientific method expanded to real life.
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Inquiry is full of wonder and magic. It empowers learners to reach conclusions (or further questions) through their own actions and reasoning. It allows for "A-ha" moments and limitless discovery of the world around them. Unlike highly structured lesson plans, inquiry can inspire children to question everything around them and encourages them to truly SEE the world around them, and the relationship between all things.
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Inquiry is an investigative process where curiosities and questions lead to investigations, critical thinking and experimentation until questions are answered and explained by analyzing data and observations.
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Inquiry is such a simple concept that brings the wonder of curiosity to those that are learning and understanding about a particular subject by asking questions, investigating, exploring and discovering.
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Inquiry is an authentic way that we respond to questions that arise from our experiences of the world, to attempt to understand or answer our questions through investigation.
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Inquiry is a student-led process that stems from curiosity and questions. It inspires research including making observations, collecting data and leads to meaningful concepts and understanding.
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Inquiry is a student-centered process, where students, driven by their curiosity and wonder, are trying to solve a problem, by asking questions, investigating, observing, collecting data, coming to conclusions. At they end of this process, they expand their knowledge, acquire problem-solving, teamworking skills etcand even may reconstruct their current understanding.
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Inquiry learning in the classroom mirrors the scientific process by providing students with opportunities to ask authentic questions about their world and test them through experimentation. The teacher is there to support, guide and help students focus their work.
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My definition of Inquiry is to use the given qualities every child posses to learn about the world around them in a provided direction to be further explored. Toddlers are inquisitive to learn about the world around them in order to determine what is pleasurable, harmful, hot, cold, tastes good or not and etc. The inquisitiveness of each student needs to be reinvigorated to explore the world around them not just in school but outside the school building in the society and world around them. Yes, the scientific method is a methodology for the students to use to explore but the student first needs to be able to ask the question that needs to be answered throughout life.
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Inquiry requires one to think, question, and utilize prior knowledge. It is the hidden treasure to learning that most of us forget to utilize because we are often schooled and coached on what to think about through out the day. It is curiosity. It is communicating and thinking where there is no stupid question. It brings out the best it all learners and learning styles despite the age or gender.
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To me, inquiry is the process of exploring and questioning the world around you. Students, adults, families, elders, anyone who takes notice about the natural world around them and thinks about why things occur the way they do, how they can be changed or altered, how they can solve a problem, and using their senses to engage in the world around them are all part of the inquiry process.
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Inquiry describes a way of learning that focuses on the development of critical thinking skills in students. It relies on the innate human ability to ask questions and desire to learn. In inquiry-based learning, the teacher takes on a new role as a facilitator and guide rather than a person to share and list facts extensively for students to memorize. While typical learning and teaching strategies focus on the transfer and memorization of information, inquiry learning instead focuses on the ability of students to gather and synthesize information on their own. As stated in the reading, inquiry learning gives students a chance to encounter their own information whereas typical strategies rely on students to be able to recall and recite "someone else's information." With that said, inquiry learning still gives students of any age and level the opportunity to fully grasp course concepts with hands on and personalized instruction.
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Inquiry learning is, in general, initially innate for humans and some other species. Objects capture our attention and curiosity, we explore those objects and draw conclusions about them. As we mature that curiosity tends to lead our interactions with the world, sometimes with positive outcomes others with not so enjoyable endings. Ultimately, they help us develop our own paradigm for understanding the world. In a classroom or work setting, the inquiry method is experiential, first hand, personal, and concept based. It mimics much of the scientific method in that the learner asks a question, thinks about that question, predicts the answer based on their research and thought process, tests their thinking and draws conclusions. Rather than being given conclusions the learner is provided with experiences, guidance, and resources to develop their own thinking. Ultimately however, thinking must be challenged, defended, and when appropriate modified.
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Inquiry to me is the various ways scientists approach a question. The questions must be opened end and lead to experiments. As a teacher, inquiry learning is a way to spark curiosity for my students and create interest in a topic.
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I like the way that you organized your thinking.
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One of the simple ways I used INQUIRY, was my introduction the Red Winged Blackbird. Before the 'LAB,' courses, I never really knew about them. Then on one of my first nature walks, I saw 2. Then I thought, it must be a rare bird. Then I read that they are one of the, " most abundant birds in North America. " Then I went to a place where I can see dozens of them, every time I go there. Now I know, they are an abundant bird, but they love nature settings, only. So they are not like a 'backyard bird.' Nor a rare, California Condor, in there commonality. They are and abundant bird, but are usually in a natural environment. Not in a backyard, nor a parking lot ? Now I can photo them, and am comfortable with them, and now, through inquiry, I understand. At least in my zip code ?
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The reading definitely expanded my view of inquiry, as you can see in the concept map. When I brainstormed what inquiry was, I thought of it as wondering, investigating something one is curious about, and looking very deeply into a question. I added to my definition that inquiry is open-ended and individualized. It is student-centered, and the teacher's role is to ask many questions without directing the investigation in attempt to get specific results. Inquiry learning allows and requires students to take risks and to closely observe the outcome. Unlike an in-class activity or an assigned lab with an expected or desired outcome, inquiry based learning prompts students to predict their own outcomes and design their own plans. Inquiry is problem solving, allows for multiple results, and requires many creative and critical thinking skills. Inquiry-based learning can be chaotic, which may turn some teachers away from it. Inquiry learning is not memorization, teacher-centered instruction, or structured activities.
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I like your non-examples. As a teacher, I struggle with inquiry learning because of the chaotic feeling. I often will do smaller inquiry units and then more structured units with my middle school students.
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To me inquiry is sparking a student's natural interest in the world. Students are already curious, inquiry is where we guide them into channeling that curiosity in a more systematic way to get results, or findings. Inquiry is having an idea or a hypothesis and doing observations, experiments, and analysis to figure out how or why.
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I appreciate that you recognize students' natural curiosity and recognize inquiry as a way to guide that. We have just finished a science fair unit with 6th grade, and I saw such deeper passion for their subject when students thought of their own ideas based on something they were passionate about, such as growing broccoli sprouts that one student loves to eat, or projects involving eggs from the chickens and ducks that they raise, than the students who looked up an experiment on the internet and just tried to replicate it. While I think some teachers talk about "instilling" that curiosity in more students, how can we uncover the natural curiosity and passion that are already there?
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Inquiry is a natural process through which humans use curiosity to explore the natural or material world, though asking questions and making discoveries. Along the way, the enquirer is collecting and recording data, making inferences, applying new concepts, and consulting resources. I wasn't able to attach an image, but my map included curiosity, engagement, puzzling, solving, focus, scientific process, natural world, material world, and discovery.
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I like how you used "humans" and not just "scientists" in your definition because we are all scientists!
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The more I think about the entire inquiry process, the more I think the starting point is noticing, simply being aware. But noticing also stems from an innate curiosity. From noticing springs the inquiry---Why? What if...? What else? How? It is an active participation with our surroundings that brings awareness of causes and conditions and the interdependence of everything.
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My definition of inquiry is: a process by which curiosity sparks questions, experimentation occurs, feedback/data is received, and results are observed.
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Great definition! I was thinking along the same lines. Inquiry is basically the scientific process.
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Inquiry is a thoughtful and creative process that uses a variety of tools and techniques to answer questions and/or solve problems.
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I believe inquiry is the scientific process of learning through curiosity and wondering. By observing, asking questions, brainstorming, collecting data, researching, experimenting and processing all information we can then receive valuable feedback and draw conclusions from our investigation. Through exploring, we will uncover concepts as we investigate. "What do I know" and "How can I find out more" are questions we continue to ask to discover more as we become independent thinkers and lifelong learners. Intrinsically speaking, I also personally believe inquiry is sparked within us through a collaboration of our 5 major senses (sight, touch, hearing, smell and taste) being "unable" process or understand something which we have encountered or observed which therefore internally creates curiosity, and wonder within us along with a strong sense of discovery and exploration that motivates us to inquire and find out why our senses can't process or understand this. I believe that this internal process, discussed above, is what causes us to become interested in inquiring about something in the first place and that this is possibly what produces the initial natural "spark" of interest in us to find out why, and want to learn more, and to question and and to challenge. Inquiry is a process of discovering truth through science and involves taking chances, random analysis, data collection, research, analysis and drawing conclusions from these efforts. Concepts, theories, understanding , progress, and insight are the wonderful by-products and dividends produced from inquiry.
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The following quote from the article resonated with me: "Inquiry is the science, art and spirit of imagination." Inquiry allows us, as human-beings and learners, to remain curious and to wonder about our interactions with the world around us. It provides a pathway for critical, logical, and creative thinking as we set about describing something that captured attention... about something we wish to investigate, to understand, to solve... Inquiry, practiced life-long, is an antidote for: boredom, stagnation, prejudice, despair, and feeling disconnected from life. This is my concept map to represent elements found in my thinking about Inquiry pre and post reading the assigned article.
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Inquiry is the process of learning through questioning and exploration. It can begin with brainstorming that will reveal prior knowledge and create interest and engagement. Exploration can include experiments, research or other learning activities. Students will discuss and analyze to find meaning or reveal new questions. Concepts are uncovered as students investigate. As students analyze their investigations checks for understanding allows assessment of the concepts. The final step is processing for meaning to allow students to understand and take ownership of their learning.
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Inquiriy is learning process that is self directed- a spark. It is about being engaged, and interested, and curious. Inquiry is asking questions, and then being okay with not having an answer right away. Inquiry is about just letting the questions hang in the air as students explore possible ways of learning more. Through patienence, obeservation, and reflection, students create new understandings through their experiences.
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Inquiry is a systematic, organized approach to research and is typically project based. It is intentional and relevant to the person/people conducting the inquiry so it provides the participant(s) with ownership. The results of the inquiry are visible. All of these factors related to inquiry have the potential to create long-term learners.
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Inquiry is a process of evaluation that allows a person to categorize knowledge, master a skill, solve a problem, and derive meaning when they encounter something that challenges their current knowledge or sparks their curiosity. Inquiry may be inspired by an observation, challenge or experience that inspires curiosity or raises internal questions. The nature of the question or curiosity then leads to investigation and/or further observation that continues in a feedback loop until a conclusion can be formed. The process is one that is repeated whenever a challenge to previous understanding, or a new experience or observation is encountered. Being an informal educator and biologist who primarily has taught outdoors, this teaching process is very familiar to me. I find it incredibly rewarding to see others' spirits light up with curiosity and wonder, and see them work through the process to better understand the world around them.
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Inquiry is a process which empowers lifelong learners to make connections, take risks and solve problems. It is a discovery process where one takes ownership over learning by making observations, asking questions, and seeking answers. They draw from background knowledge, prior experience, and curiosity to participate in a more flexible and subtle scientific process that alternatively is more demanding. By using this process of collecting data, drawing upon resources, and clarifying misconceptions, one is able to communicate their findings.
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My concept of scientific inquiry starts with wonder which ignites curiosity about the world around you, which leads to questions: what do I know about this, how can I find more information, is there someone I can talk to? This often leads to the, "Yes, but" or "I think" and a theory evolves. Then comes active observation and finding a thread to investigate - to compare and contrast which leads to an "in-depth" question and further exploration and evidence gathering. Analyzing what you gathered and applying it to the world around you - full circle.
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Your description of the process is just how I interpret inquiry, too.
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Yes! I've come to see inquiry this way as well. How can you have a question if you don't have a curiosity? But also, how can you have a curiosity if you aren't observing....thus...my understanding of inquiry has brought observation at the center of the process---which taps into curiosity---but then curiosity also opens up awareness....never a straightforward situation.
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Inquiry is a desire to find answers to a specific question or topic through research, visual tools, discovery, community interviews and observations.
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Inquiry allows students to ask a question then find the answer themselves, not just be given a fact to memorize as the correct response to the question. The memorized fact is soon forgotten, but the lived experience of solving the problem on their own, or with a group, becomes personal knowledge. I love this kind of teaching!
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Inquiry is finding answers to questions from many sources such as experts, experiments, field work, text, articles, and questioning. Inquiry should be contextual to the students and their surroundings. Inquiry should also appeal and be relevant to the community that is being served especially when it is combined with problem based learning.
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The inquiry learning process is fundamentally the wonder of an individual or group of learners that have questions and is willing to seek answers through many pathways and some that may lead to additional or new questions to provide deeper understanding and learning.
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I found the article very enlightening, especially the myths associated with inquiry. I am a high school teacher and think I want to use more inquiry in my everyday classroom activities but struggle to fit it in and cover the required material for end of course tests. I teacher upper level students who complete very thorough research projects so definitely inquiry there but I find it harder to work it in with my lower ability students. I guess I need to learn more on how to guide them and help them stay on task in a more open learning format.
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That was a thought-provoking section about myths, wasn’t it? I especially appreciated debunking the myth “doing hands-on science is the same as doing inquiry” with the term “cookbook” activity. Why do we have to teach this way? Trying to use more inquiry will be a struggle for me too! I am a pre-K through 5th grade nutrition educator teaching at five different schools. I must use mandatory curriculum that is scripted which does not allow for much flexibility. I am hoping to find a way to be able to inject inquiry into what I can personalize in my teaching.
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I think of inquiry as a fundamental curiosity/wondering/questioning that is driven by observations, most commonly sensory observations. These may be stand alone observations, or repeated observations that follow a pattern of days, weeks or months etc. Inquiry also includes the process of determining how to research or collect evidence, knowledge, or data to answer questions that are being asked. Within the specific process discussed in the articles there is a socio-cultural orientation and valuation to specific methods of inquiry, and kinds of knowledge. There are a lot of things I am thinking about with respect to "inquiry" and how I want to define it and approach it with my students. Mainly what occurs to me is that students need unstructured opportunities for observing, and discussion opportunities for deciding what they value, or find interesting to generate a sweet spot for their own questions, and the tools that they think will support them in documenting their own experience so that they remember it, but can also follow up and begin a path of investigation.
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Inquiry typically starts with a phenomenon (often from the natural world around them) that students are curious about or want to investigate in order to gain a greater understanding of the phenomenon. Inquiry often begins with the generating of questions that students have about the phenomenon. Once this initial brainstorming session is complete, students choose a question(s) to further investigate; they come up with a plan to complete this investigation; they record their findings and use those findings to draw conclusions, which they might share with others. Inquiry is rarely a linear pathway in the way that completing a Science experiment in linear; instead it is more cyclical. As students complete their inquiry based investigation, they may find themselves returning to different parts of the cycle, for example, they may find that completing the investigation actually leads them to asking different questions, and so, they may need to create a new plan and further investigate to draw conclusions and expand their scientific understanding of the phenomenon.
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Inquiry is driven by our natural curiosity and solution-driven brain. Our ancestors had to be curious, make observations, solve problems using trial and error, and then utilize these new discoveries in order to survive. Children easily tap into this natural curiousity, and eagerly embark on adventures and exploration to learn about the world. Education systems that nuture and encourage curiosity and observation, risk taking, and information processing should be more the norm than the exception. These skills empower students to be their own 'teacher' and promote learning beyond the classroom setting.
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Inquiry is a natural process humans go through as they seek the answers to life's questions, both big and small. I think it is our job as educators to tap into this natural process and equip students with the skills necessary to more effectively engage in inquiry for the rest of their lives.
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I appreciated that inquiry was described as a life long learning process, as well. I agree that it's a full-circle feedback loop that helps us navigate life's challenges, becoming able to recognize things that challenge our preconceptions or find things that we have had no occasion as yet to learn about, and pursuing answers.
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At its best, inquiry is a life-long, multi-faceted, pursuit of knowledge and understanding. It may be a solitary or collaborative process that is creative and rooted in our natural curiosity about the world in which we live. It is a continuous cycle stemming from our observations, wonderings, and ability to problem-solve. In the classroom*, inquiry is an authentic means of learning and assessing as it is student driven and action-based. Since it is based on student interest, inquiry lends itself to differentiation and a means of learning accessible to all students. Through inquiry, students are empowered with the skills to ask and answer their own questions they have of the real-world. Inquiry is cross-curricular and a heavily integrated approach to education that focuses on the development of the whole person impacting the intellectual, emotional, social and even physical skills of students. *the classroom does not necessarily mean a room with four walls... it is the place where learning happens. In our Kindergarten, this is often outdoors or on field-trips, in the kitchen, and on the playground.
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I love the spider web here and the idea behind it- that inquiry knowledge gained branches out into future experiences.
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“Inquiry is cross-curricular” resonated with me, especially because your concept map combines science, art, and nature. Inquiry is also a lifelong skill once you learn how to use it.
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@Pam I am planning a Science Lit focus class. We are going to read a book called "Who Really Killed Robin?" I love cross-curricular instruction. I will also be adding the inquiry piece to my class. This will be for a 7th grade bunch of students!
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This is amazing! I love it and I want you to teach me to use color like this! :) thank you!
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I had fun with this! I view inquiry as a way to foster independent thinking, and encourage kids to ask their own questions and engage with their environment to deepen their own understanding of the world.
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The sweeping "in search of.." arc pointing towards "understanding" really highlights the philosophy of Inquiry. In search of understanding is a driving force of our desire to learn. I love the flow of your chart and the cross-overs, moving from general to specific and pulling it back again in on itself through your arc. Really a great capture, I think. Thanks for sharing. Laurie
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When I think of inquiry I think of young children asking: why, why, why, why? I think this curiosity of how the world works is a natural trait of all youth. However, the reaction we receive from our many "why's" determines how many more questions we might ask in the moment and as we get older. If we're met with frustration, anger, and dismissal we may begin to lose our natural tendency toward inquiry and as we grow into middle and high school we still associate this curiosity with being annoying and uncool. But if we are instead met with encouragement, excitement and leadership, our desire for inquiry can last beyond our adolescence and well into adulthood.
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Right on, Kristen. I share your enthusiasm and I wholly agree that our sense of wonder is our natural state that somehow gets suppressed as we grow. I too, believe that this is largely due to the responses we have to our inquiries during pivotal stages of our development, especially during our early years and adolescence. Our educational systems also are more interested in "right answers" than they are in process which has, in my opinion, a huge impact on our willingness to take risks and ask increasingly complex questions. Too much energy spent in memorization and surface knowledge is great for trivia but poor for discovery.
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As I did the concept map I just let my mind wander and wrote down everything, so it's a little more personalized to how I consider inquiry. To me, inquiry is natural wonder and excitement over the magic in life. I experience inquiry everyday, like when I wake up in the morning and immediately look out the window to see what birds are visiting my bird feeder. Inquiry comes from experiences that make you go "huh" and make you want to keep learning new things. While this comes naturally to me in my adult life, I can see how inquiry, especially scientific inquiry, needs to be facilitated in youth. I'm very excited to get back in the classroom and help kids see the wonders in science and nature so they can gain a lifelong curiosity.
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Interesting article and one that should be studied in every education program for teachers....As children grow, they need time to be in the moment and explore their surroundings. From the time they are babies, they can make a mess and naturally learn as they use their senses to explore their natural world and play with their toys. That leads to their first step of questioning and curiosity and confidence to investigate and wonder and experiment. When children ask questions, I like to respond with "what do YOU think?"
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Inquiry is innate and differs from person to person. The teacher acts as a guide to reawaken a process which came naturally to the very young and needs to be encouraged as students grow and participate in school. Inquiry drives learning which helps to motivate a student to find out more about a subject. It needs to be authentic and include ways of processing the information so that more questions can be posed and further learning can continue. From the reading, I realized the importance of collaboration and how it can contribute to the excitement and drive that we hope our students can find.
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INQUIRY is something that is part of living. People need to learn new skills to live. The article was remarkable in that inquiry can be used to engage students into active and meaningful learning. The learning though inquiry looks open ended with topics and outcomes evolving. It is amazing to see all of the concepts maps that have been posted. These maps are diverse and extremely interesting.
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The diversity of concept maps is interesting to me too! They are giving me a lot to consider in both style and substance.
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The process of making an inquiry starts with a question about something you want to investigate. After making observations or gathering data, the results may cause you to rethink your question or may allow you to continue to make discoveries through critical observation or data gathering. This process can also be affected by what you already know, and applying the knowledge, making sure you take into account the new discoveries. Once all the data has been collected, and reviewed, an assumption can be created. The findings can be shared and reviewed by others.
I really like the emphasis how critical thinking and life-long learning skills are developed when going through an inquiry.
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To me inquiry starts with some sort of observation or there is a question. Once you have that a person does some research to see if the question or observation can be explained. When we want to see how something works or if the research is true and experiment is conducted. Data is collected and a person draws conclusion. Conclusions can create more question and the process can repeat.
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After reading about inquiry, I’ve expanded my thinking about all it encompasses. I found the readings to reinforce the value that I believe inquiry holds, and gave me better ideas of how to share with others the value of inquiry as well as a broader way of thinking about it. A broad, deep understanding about the world around us is one of the greatest contributions I think we can make to our communities.
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My definition of Inquiry: Inquiry is a process used by active, lifelong learners to understand the world, using knowledge, skills, and creativity. It is individualized, and natural in children, but can be nurtured and sharpened. It starts out in curiosity with questions about some observation that doesn’t fit in one’s expectations. Through prior knowledge (our own and others’), we come up with a hypothesis, devise ways to test it, collect and interpret data. Incorporating discussions with others, we broaden our understanding and reflect to raise new questions, thus continuing another cycle of the process, deepening our interactions with the subject. The role of teachers is to be a facilitator that guides students through their own inquiry process. Inquiry Concept map:
And this is the "Before (reading)" concept map, for comparison:
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Inquiry is the way humans learn about their natural world. It is something humans naturally do but unless it is nurtured, we forget how to participate in the process. When we answer children's questions and do things for them we are stifling their ability to figure things out. We must nurture their curiosities and encourage them to try to find the answers to their questions through investigations.
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Inquiry-learning is a holistic approach to science and a complex cycle that involves many people and does not follow set steps. It allows learners to become scientists and "do" real science. The inquiry process is learner and curiosity driven, and creates lifelong learners and a love of learning!
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This is a wonderful concept map! I like how you added the process in not linear and a complex cycle. I cannot agree with you more.
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@Jessica Great map- you clearly captured my thoughts about inquiry.
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This is a very thorough concept map, and clearly defines the relationships and actions involved with inquiry.
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This a well thought out concept map! I think it defines the inquiry process without using the traditional definition format.
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Although inquiry can be defined using a variety of terms that seem endless as you continue to brainstorm, I like to think about inquiry in simple terms as finding the answers to questions about things that interest you through discovery and trial and error.
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INQUIRY- An investigation to finding an understanding, more knowledge or truth about a specific topic.
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Smriti, you have some points which I really like. Open-minded experimentation and the need for sparks to begin the process of what about ...? or what if...? I also really like that you consider the whole person and the character and skill development which happens along the path of inquiry and the importance of reflection. I am curious what you mean when you say it shouldn't be overdone.
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@Nini Hi Nini, Thanks so much for your feedback! I love sparks and can't help but think about my students' experience when they are in my class. I really work on the principal that "if I'm bored, then the students are bored", so I'm conscious of their socio-emotional state as well as their cognitive state whenever I'm working with them. As for the 'overdoing reflections' - I have seen many instances of reflections being demanded of students after every piece of work or every activity, and it gets tiresome and disingenuous. I think there is a time and place for reflections, and when done at the right times, can be very powerful. Some of the times I think that are appropriate may not be universal for all students, so I think we could differentiate reflections based on that too. For example, I've found reflection works well when a student:
- makes a discovery or has an 'aha!' moment
- arrives at/overcomes challenges in thought or process
- has an emotional reaction to their learning
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I really appreciated your use of squiggly lines to represent that the process is not static. Also love that you point out the process, not the end result, is the point of inquiry based investigations.
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@Sara Thanks, Sara! The squiggles also represent my brain's journey - it's definitely never in a straight line and I go all over the place!
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Inquiry is to want to know. Without this there is no knowledge. To inquire is to observe, ask, question, investigate, form an opinion, research and understand. The cycle is often repeated and expanded upon. Critical questions involve why, what if, how, when and what. Inquiry can have multiple start points and is only confined to the individuals thirst for knowledge and understanding about the subject matter.
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Inquiry is taking a curiosity about something - an object, event, animal, etc., and creatively using your schema to discover and explain, and eventually build your knowledge and expand your schema. I like hearing the words "creativity" and "passion" used with Inquiry, because it's about taking the world that one knows, and using that knowledge to play and observe and gain knowledge through the passionate exploration and discovery, trying to make sense of a "thing". It's easy to see how inquiry is differentiated since it is using the knowledge and skill that a person has to scaffold their own learning through their experiences. Providing the right guidance can help keep these scientists continuing their inquiry, whether the guidance is from a teacher or peer or a family member. Exploring and trying to make sense out of something, and being able to describe your conclusions with writing, numbers, and pictures is a pretty awesome journey of inquiry.
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I believe inquiry can be explained by its process, qualities and outcome. I organized my concept map into three categories - Process, Goals and Qualities. Inquiry has distinct qualities and a distinct process that distinguishes it from only using hands-on learning, active learning or the linear teaching of the scientific method in the classroom. Inquiry involves observing, questioning, collecting data, interpreting data, constructing explanations, communicating, reflecting and revisiting ideas based on a genuine curiosity about a phenomenon in order to search for a new understanding or new knowledge. Allowing students the ability to embody this process enables them to use inquiry in their everyday lives with questions that may not even be “science-y” situations. For the "goals"section, I highlighted the outcomes that can come from being engaged in the process of inquiry that I saw within the text. Specifically in my classroom, I strive to have the inquiry process lead students to accomplish the following goals:
- Gain appreciation of beauty and wonder of science
- Ability to continue to learn about science outside of the classroom
- Develop skills to be successful in future science and non-science classrooms
- Develop 21st century skills (critical thinking, creativity, collaboration, communication, information/media/technology literacy, flexibility) to be successful in future classes and career
- Gain sufficient knowledge of science to engage in public discussion on related issues
- To become careful consumers of scientific and technological info related to their everyday lives
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I love this. I have just recently heard of Jamboard but want to use it! Your processing of the article was much like mine only the layout is different.
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Interesting article. Inquiry can involve a whole new vocabulary and can tend to be complex for some. Inquiry is using one’s knowledge and understanding of science concepts and processes to solve realistic problems and issues. I made a rough concept map for a multifaceted activity that involves observation; posing questions; observing and other sources of information to see what is already known.
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Inquiry is complex, yet, simple-- hah! It relies heavily on curiosity (wonder) the drives questions coming through the imagination. Science and art help with the questions-- which includes research, exploring, designing, testing, and re-doing, and redo-ing, and re-doing. Summation and communication can occur through out the process. Everything above it rests on those 2 words. Not a linear process.
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*throughout* (Not sure why I wasn't allowed to edit)
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I found the article very interesting. I never thought of inquiry similar to what happens with art. Students are very inquisitive or artistic initially and are sometimes expected to follow the steps which squashes creativity. Also, I agree with students going down individualized learning paths. Inquiry can be affected by personal interests, students wondering about certain topics and/or having a passion to learn more. I made my concept map in a circle because I find that one inquiry can lead to another. For example, the banana experiment went beyond whether the banana would float or sink. Inquiry is a lot more complex than exploration.
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Inquiry is the process of exploring something interesting. It is opening yourself up to the world around you just as we did as infants! For me, it is a process of questioning, investigating, discovering, understanding and then finally, knowledge! Which then drives us into more INQUIRY and the process goes on and on!
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Exactly! I like how you stated that inquiry is a process that goes on and on.
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Inquiry is a process of observing the world and figuring out the why or the how. Inquiry in science education allows for a lot more creativity and critical thinking as there are multiple ways to go about answering a question. Students are not limited to one procedure or one set of tools but instead use critical thinking skills to develop an experiment or conduct research. People of all ages engage in inquiry even in an informal format. When I find a puddle of water by the sink I try to figure out why. Did someone spill? Is something leaking? Did a pet have an accident? From there it sparks investigation where I will go through a process to answer the question.
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What an excellent summation of the inquiry process. You included important points that show how inquiry in a natural part of our lives. Thanks for comprehensive graphic communication.
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Inquiry is driven by an individual's sense of wonder, interest, and passion. It is guided by our curiosity and by asking questions. Those questions then turn into discoveries, explorations, experiments, and observations. Inquiry gives us the opportunity to make connections to what we know, reflect and communicate with others our discoveries, and allows us to problem solve using critical thinking. Inquiry empowers us with skills and knowledge to be independent and life long learners.
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Amy - your thoughts about what drives inquiry aligns with what I believe is true. Thank you.
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Inquiry is learning new information through the process of observing and asking questions. Having an opportunity to collaborate with others to share ideas to bring about understanding enhances inquiry.
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My concept of inquiry is based around the idea that we are there to teach children how to think, not what to think. Inquiry is encouraging/building the confidence and competence of students to formulate scientific questions about experiences they encounter in their world, look for the answer through research and experiments/more observations and then come to a conclusion based on that
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Vanessa, I love your definition of inquiry! As a 1st grade teacher myself I really related to what you said when you stated that as educators we need to"teach children how to think, not what to think." I also agree with you that encouragement and confidence building are both essential when teaching students. I often feel like my students want me to give them the answer because in their mind that's what they are striving for...the right answer. I also agree that it's important to give students the tools to help them look for answers to their questions through research, experimentation, and observation. I enjoyed reading through your inquiry concept map too. Great job!
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My concept of inquiry is based in curiosity -- in observing the world, and coming up with a question. This is where inquiry starts. Then, it becomes a cycle of making observations, coming up with an inquiry question, testing possible answers to that question, and observing those answers. Inquiry is supported by a foundation of strong observation and strong questioning skills.
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Laura, I agree questioning is a HUGE component of inquiry! The basis of science is questioning! Nice job on your concept web!
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Hi Laura, Curiosity is the first word that comes to my mind when I hear the word inquiry. You described inquiry in a way that reminds me of a cycle that never ends. We hope our students continue to wonder and investigate all their lives.
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Inquiry is a process that is driven by exploration and curiousity of the world around us. Typically, this leads to lots of questions and observations which will result in experimentation and action to figure out answers to our questions, which will also lead to more questions thus creating a cycle. It is something that is innate in everyone, particularly young children who are naturally curious and open to exploring the world around them.
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I agree that inquiry is a cycle. In the process of answering one question more questions are revealed. I think your inclusion the term "cooperative" is very appropriate as many times students find better solutions when they question and discuss ideas with each other.
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Taylor your map was detailed and very interesting. I thought your arrows provided a nice visual of the multi-dimensional layers of INQUIRY.
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Taylor - neat idea that inquiry has dimensionality and as you uncover one thought it exposes deeper during concept. Very cool. Thank you.
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Inquiry is the process of carrying out curiosity through exploring the natural world. It leads to questions, observations and experiments! As a science teacher collecting data and forming conclusions naturally follow as part of the inquiry process.
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Inquiry is a process starting with observations/ phenomena. Curiosity is ignited and questions flow. The instructor can help the group narrow down the questions to one or two that can be investigated and researched. Peer sharing and collaboration fuel the learning and discovery. More observations and applications and elaborations of the concept are a natural product of inquiry.
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I like that you used curiosity in your concept map. Curiosity is such an important part of inquiry!
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Nancy, I liked your concept map on INQUIRY especially including collaboration...nice job! Sometimes we forget the importance of collaboration, but I would not be where I am without it! Thanks for the reminder!
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The way I perceive inquiry is that it is innate to humans. It isn't something that is taught but something that we already know to do. Seeking, discovering, exploring, questioning the world around us are inquiries into our own worlds. Inquiry also embodies the "never stop learning" philosophy because to me, just because we figure something out given the best available and current data, have we really figured it out? Do we stop asking questions? No, we do not. Unfortunately inquiry is often suppressed in traditional classrooms across a variety of disciplines so then it becomes this "new" form of pedagogy and "all the rage" which it really is not.
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I see what you mean by it is innate and really does not need to be taught- curiosity is natural for most young children. I suppose one reason it is " new pedagogy" is that schools have traditionally not taken the time needed to really explore critical thinking and discovery. Sometime when inquiry is seen as a mandate, teachers can take the time and incorporate this style of education more easily. A welcome swing for those of us who love science!
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Todo empieza con la observacion que nos lleva a realizar preguntas e inquietudes con las cuales vamos a querer buscar y consultar las respuestas, despues de esto vamos a tener una hipotesis que podremos concluir investigando mas, comparando con otros resultado e incluso aventurarnos a experimentar, para finalmente poder realizar un aporte a la ciencia que sin duda alguna va animarnos a seguir observando y no solo eso, tambien va llevarnos a enseñar e inspirar a que otras personas lo hagan.
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My concept of inquiry is seeking knowledge, solutions & answers by being a present and engaged learner. It is about satisfying the why, through observations, research and investigations. Inquiry can also be interpretive in nature, there are different methods to reach the same conclusions.
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Inquiry is a process of asking questions related to observations. These observations are made with our senses and can be enhanced with tools. Next is the pursuit of answers with research. Check to see what information we collectively already have. New questions may arise. More observations and/or experiments may be necessary to find the answer.
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I like that your concept map is circular because I feel with inquiry we might be going in "circles" or at least coming back to our initial thoughts and questions to revise them based on new data.
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@Liz Holly - I like your concept map and agree with Liz that inquiry is circular and you return to your initial question and thoughts as you seek understanding during the process.
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Inquiry is seeking information about a topic or object through observation, brainstorming, experimentation , recording results of experiments, interpreting data and collecting evidence to form conclusions and sharing results, ideas and theories. Accepting input from others to challenge evidence and support strengths and highlight weaknesses of your conclusion.
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What a great point- that accepting input can give focus to strengths & weaknesses of conclusions!
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I agree that accepting input from others to challenge evidence and support strengths is essential to the growth of knowledge and reminds me of the phrase "on the shoulders of giants".
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I agree! Being able to give and take constructive criticism or input is an important part of the inquiry process. No one lives on an island, so to speak, and both positive and negative feedback is essential to arriving at a strong conclusion.
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Inquiry gives a reason to learn, a reason to search for more answers. Instead of memorizing data and facts that can be regurgitated at will. It puts all the different types of learners on the same level. 
and even may reconstruct their current understanding. 
One of the simple ways I used INQUIRY, was my introduction the Red Winged Blackbird. Before the 'LAB,' courses, I never really knew about them. Then on one of my first nature walks, I saw 2. Then I thought, it must be a rare bird. Then I read that they are one of the, " most abundant birds in North America. " Then I went to a place where I can see dozens of them, every time I go there. Now I know, they are an abundant bird, but they love nature settings, only. So they are not like a 'backyard bird.' Nor a rare, California Condor, in there commonality. They are and abundant bird, but are usually in a natural environment. Not in a backyard, nor a parking lot ? Now I can photo them, and am comfortable with them, and now, through inquiry, I understand. At least in my zip code ? 
![IMG_20200714_180629626[1]](https://academy.allaboutbirds.org/wp-content/uploads/hm_bbpui/723310/To47qe22we1xmhej2aodqhq4yjl7e54hr.jpg)
ual tools, discovery, community interviews and observations. 
The process of making an inquiry starts with a question about something you want to investigate. After making observations or gathering data, the results may cause you to rethink your question or may allow you to continue to make discoveries through critical observation or data gathering. This process can also be affected by what you already know, and applying the knowledge, making sure you take into account the new discoveries. Once all the data has been collected, and reviewed, an assumption can be created. The findings can be shared and reviewed by others.
I really like the emphasis how critical thinking and life-long learning skills are developed when going through an inquiry. 
And this is the "Before (reading)" concept map, for comparison:
Inquiry is the way humans learn about their natural world. It is something humans naturally do but unless it is nurtured, we forget how to participate in the process. When we answer children's questions and do things for them we are stifling their ability to figure things out. We must nurture their curiosities and encourage them to try to find the answers to their questions through investigations. 
Inquiry is taking a curiosity about something - an object, event, animal, etc., and creatively using your schema to discover and explain, and eventually build your knowledge and expand your schema. I like hearing the words "creativity" and "passion" used with Inquiry, because it's about taking the world that one knows, and using that knowledge to play and observe and gain knowledge through the passionate exploration and discovery, trying to make sense of a "thing". It's easy to see how inquiry is differentiated since it is using the knowledge and skill that a person has to scaffold their own learning through their experiences. Providing the right guidance can help keep these scientists continuing their inquiry, whether the guidance is from a teacher or peer or a family member. Exploring and trying to make sense out of something, and being able to describe your conclusions with writing, numbers, and pictures is a pretty awesome journey of inquiry. 
Inquiry is complex, yet, simple-- hah! It relies heavily on curiosity (wonder) the drives questions coming through the imagination. Science and art help with the questions-- which includes research, exploring, designing, testing, and re-doing, and redo-ing, and re-doing. Summation and communication can occur through out the process. Everything above it rests on those 2 words. Not a linear process. 
Inquiry is the process of exploring something interesting. It is opening yourself up to the world around you just as we did as infants! For me, it is a process of questioning, investigating, discovering, understanding and then finally, knowledge! Which then drives us into more INQUIRY and the process goes on and on! 
Inquiry is learning new information through the process of observing and asking questions. Having an opportunity to collaborate with others to share ideas to bring about understanding enhances inquiry. 
My concept of inquiry is based around the idea that we are there to teach children how to think, not what to think. Inquiry is encouraging/building the confidence and competence of students to formulate scientific questions about experiences they encounter in their world, look for the answer through research and experiments/more observations and then come to a conclusion based on that 
