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    Inquiry Method

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    Catherine Q. Delacruz
    The indirect instruction method is best for inquiry-based and problem-based learning where students discover answers through exploration. It involves defining a topic or question, guiding students to gather data, and having students present findings. Key aspects are students actively investigating through hypothesizing and experimenting to form their own conclusions. This develops initiative, responsibility, and confidence while strengthening intellectual capabilities. Teachers act as facilitators rather than authorities by arranging environments for inquiry and asking focused questions to guide student exploration.

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    Inquiry Method

    Uploaded by

    Catherine Q. Delacruz
    25 views10 pages
    The indirect instruction method is best for inquiry-based and problem-based learning where students discover answers through exploration. It involves defining a topic or question, guiding students to gather data, and having students present findings. Key aspects are students actively investigating through hypothesizing and experimenting to form their own conclusions. This develops initiative, responsibility, and confidence while strengthening intellectual capabilities. Teachers act as facilitators rather than authorities by arranging environments for inquiry and asking focused questions to guide student exploration.

    Original Description:

    indirect /guided / exploratory

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    The indirect instruction method is best for inquiry-based and problem-based learning where students discover answers through exploration. It involves defining a topic or question, guiding students to gather data, and having students present findings. Key aspects are students actively investigating through hypothesizing and experimenting to form their own conclusions. This develops initiative, responsibility, and confidence while strengthening intellectual capabilities. Teachers act as facilitators rather than authorities by arranging environments for inquiry and asking focused questions to guide student exploration.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    25 views10 pages

    Inquiry Method

    Uploaded by

    Catherine Q. Delacruz
    The indirect instruction method is best for inquiry-based and problem-based learning where students discover answers through exploration. It involves defining a topic or question, guiding students to gather data, and having students present findings. Key aspects are students actively investigating through hypothesizing and experimenting to form their own conclusions. This develops initiative, responsibility, and confidence while strengthening intellectual capabilities. Teachers act as facilitators rather than authorities by arranging environments for inquiry and asking focused questions to guide student exploration.

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    © All Rights Reserved
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    Download as pptx, pdf, or txt
    of 10

    INDIRECT/GUIDED /

    EXPLORATORY
    Indirect instruction method is best used APPROACH when
    the learning process is inquiry-based, the result is discovery and
    the learning context is a problem. This can come as
    1) Inquiry method/discovery method
    2) Problem solving method
    3) Project method
    1)INQUIRY METHOD

    We will never be able to help children learn if we tell


    them everything they need to know. Rather, we must
    provide them with opportunities to explore, inquire and
    discover new learning. The core of inquiry is a
    spontaneous and a self-directed exploration.
    STEPS IN THE INQUIRY METHOD

    1. Define the topic or introduce the question.


    2. Guide students plan where and how to gather data
    and information.
    3. Students present findings through graph, charts,
    PowerPoint presentation, models, and writing.
    INSTRUCTIONAL CHARACTERISTICS

    The following are commonly observed characteristics of the


    discovery/inquiry method:

    1. Investigative processes such as inferring, hypothesizing, measuring,


    predicting, classifying, analyzing, and experimenting, formulating
    conclusions and generalizations are employed.
    2. The procedure in gathering information is not prescribed by the
    teachers.
    3. The children are highly motivated to search,
    hence active participation is the best indicator
    of inquisitiveness.
    4. The answers arrived at are genuine products
    of their own efforts.
    5. Focused questions before, during and after
    are critical ingredients that provide direction
    and sustain action.
    OUTCOMES OF INQUIRY
    TEACHING

    1. Its emphasis is on the processes of gathering and processing of


    information
    2. Its dependence on firsthand experience with objects and
    phenomena occurring in the environment is certainly in
    agreement with the most often cited theory of Piaget on
    intellectual development.
    3. The inquiry approach which predominantly allows some degree
    of freedom develops initiative and divergent thinking.
    4. A deep sense of responsibility is developed when
    learners are left to manage their own learning, be it
    in pursuit of answers, mastery of content or simply
    solving a problem that confronts them instantly.
    5. Educators strongly believes that facts and
    concepts that learners discover by themselves
    become stored as part of their permanent learning.
    6. Experiencing success in inquiry based/discovery
    lessons builds up the learners’ feeling of confidence.
    7. Participation in inquiry activities strengthens
    learners’ intellectual capabilities.
    HOW TO FACILITATE INQUIRY
    TEACHING

    1. Arrange for an ideal room setting.


    2. Choose tools and equipment that can easily be manipulated.
    3. The materials to be used or examine must lend themselves
    easily to the processes to be employed and the end product
    desired.
    4. The questions/problems to be answered should originate
    from the learners, followed by the formulation of hypothesis.
    5. The procedure should likewise be planned by
    them.
    6. At the completion of the activity, require an
    evaluation of the steps undertaken as to its
    effectiveness and the clarity of the results.
    7. Above all, the teacher himself/herself should
    internalize his/her changed role to that of a guide,
    facilitator, and counselor rather than the traditional
    authority who not only determines the material to
    be learned but also dictates how it should be
    learned.

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