The type of inquiry model that was used

Inquiry models can be placed on a continuum, from teacher-led structured inquiry at one end to completely open inquiry at the other, where the project is entirely student directed. The ILA that I witnessed was "Guided Inquiry" and this type of inquiry tends the falls at the middle of the continuum. It is the level of teacher involvement that determines the level of the inquiry model. (Banchi & Bell, 2008; Bell, Smetana & Binns, 2005; Coffman, 2009)

The ILA corresponded to a number of inquiry models. Three popular inquiry models for Years 1 to 10 Studies of Society and Environment are: Integrating Socially, TELSTAR and Action Research. The ILA that I witnessed was more similar to the Integrating Socially model than any others.

Adapted from Hamston, J. and Murdoch, K. 1996, Integrating Socially: Planning Units of Work for Social Education, Eleanor Curtin, Melbourne.

Tuning in:  Students were encouraged to become engaged with the topic by completing online surveys and participating in class discussions at the start of the task. They were then required to make the experience personal by exploring the ‘Ecological Footprint” website to see how and where they could reduce their footprint.

Preparing to find out:  Class discussions helped to establish what students already knew about the topic. Students then identified a ‘footprint factor’ of personal interest to them so that they could focus on that during their forthcoming experience.

Finding out:  Students were required to construct a set of geographical questions to guide their inquiry. The instructional team facilitated students’ ability to gather information by modelling internet search strategies using Boolean operators. The librarian provided a number of books on ecologically friendly information. The teacher showed students how to collect primary data by creating “survey monkeys” to email to classmates and family. Sentence construction for analysing data was also assisted with the use of “spiders”. Ideas for questions for the survey were discussed as a group.

Sorting out:  Students were required to keep a journal summarising any useful information they had found on their topic, this was also to help with the creation of the bibliography.

Going further: Students were not only required to source information from printed matter and the internet, they were also encouraged to obtain primary information by taking photographs, conducting surveys and interviews.

Making connections: Students were required to constantly submit draft sections of their work so that the teacher was able to address any problems the moment they arose before it was too late. Part of their drafting process also included reflecting on their findings to date to help them draw conclusions about their research.

Taking action: Students were encouraged to use their new found knowledge to suggest strategies that they and their families could reduce their ‘ecological footprint’. They were also given the opportunity to share their knowledge at the presentation evening where friends and family were invited. They shared the knowledge in the form of the AVD as well as inviting questions that they could answer about their topic.

References

Banchi, H., & Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46 (2), 26-29

Bell, R., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72 (7), 30-33

Coffman, T. (2009). Engaging students through inquiry-oriented learning and technology. Lanham, Maryland. The Rowman & Littlefield Publishing Group