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The document discusses inductive inquiry, which is a teaching method where students are asked to infer conclusions or patterns from facts or data. There are two approaches: guided, where the teacher provides the specifics and students make generalizations, and unguided, where students discover specifics themselves first. Inductive inquiry develops students' skills in observing, inferring, classifying, and predicting. It requires greater interaction between students and materials, and between teachers and students. Teachers guide students to progress from specific observations to generalizations through questioning.

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Glaiza Alcantara
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143 views7 pages

Document

The document discusses inductive inquiry, which is a teaching method where students are asked to infer conclusions or patterns from facts or data. There are two approaches: guided, where the teacher provides the specifics and students make generalizations, and unguided, where students discover specifics themselves first. Inductive inquiry develops students' skills in observing, inferring, classifying, and predicting. It requires greater interaction between students and materials, and between teachers and students. Teachers guide students to progress from specific observations to generalizations through questioning.

Uploaded by

Glaiza Alcantara
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Induction

- Is a thought process wherein the individual observes selected events, processes, or objects and
then constructs a particular pattern of concepts or relationships based on these limited
experiences.

• Inductive Inquiry is a teaching method in which the teachers ask the students to infer a conclusion,
generalization, or pattern of relationships from a set of data or facts.

Inductive Inquiry is actually applicable for all levels of instruction (from grade school to university
graduate schools).

At any level, the processes of observing, making inferences, classifying, formulating hypotheses, and
predicting are all sharpened by the students experiences.

TWO APPROACHES OF INDUCTIVE INQUIRY

GUIDED

If you provide the specifics- that is, the data or facts- but want the students to make generalizations

UNGUIDED

If you allow the students to discover the specifics themselves before they make generalizations

Guided Inductive Inquiry: How to Use Guided Inquiry as a Teaching Strategy?

Show different pictures of the same scene to the class

Ask the children to tell what they see in the pictures

Ask them to describe patterns they observe

Ask questions that require the students to do some generalizing themselves


You need to distinguish clearly between statements based on observations and those based on
inferences. Begin the lesson by. Explaining and demonstrating th difference between observations and
inferences.

The process of inductive reasoning is developed gradually. As the lesson progresses, prepare a simple
chart or list on the blackboard of the students observations and inferences.

Time Requirements

• spend at least twice as much class time on each lesson.

• This time is spent on in-depth analysis of the

Content by the students.

Inquiry methods demand greater interaction between the learner and the learning materials, as well as
greater interaction between the teacher and the students.

Characteristics of Guided Inductive Inquiry

1. The learners progress from specific observations to inferences or generalizations.

2. The objective is to learn the process of examining events or objects and then arriving at an
appropriate generalization from the observations. 3. The teacher controls the specifics of the
lesson and thus acts as the

Class leader.

3. Each student acts to the specifics and attempts to structure a meaningful pattern based on his
or her observations and those of others in the class.
4. The classroom is to be considered a learning laboratory

5. Usually, a fixed number of generalizations will be elicited from the

Learners.

6. The teacher encourages each student to communicate his or her generalizations to the class so
that others may benefit from them.

A General Model of Inquiry

Identifying a Problem

• Being aware of something

Preparing a statement of research objectives

• Proposing testable hypotheses

Collecting data

‫ما‬

Gathering evidenc

Conducting an expperiment Surveying a sample

Interpreting data
Make a meaningful statement supported by data Testing hypotheses

Developing tentative Conclusion

. Establishing relationships or patterns

Specifying generalizations

Replication

Obtaining new data

. Revising original conclusions

The Role of Questioning within Guided Inuctive Inquiry

What kinds of questions should a teacher ask?

The following list show some questions that the teacher can pose in the class

Questions Stems: Dynamic Sojects

What is happening?

What do you think will happen new?

Where have you seen something like this happen?


When have you seen something like this?

• How can you make this happen?

• How can you do this more easily?

Questions Stems: Static Subjects

• What kind of objects is it?

• What is it made of?

Where is it found?

• What is its purpose?

• How did it get its name?

How is it different form other things?


Sample Lesson Plan

Topic: Soil and Its Types

Grade Level: Grade 4

Learning Competency

The learners should be able to compare and contrast the characteristics of different types of soil.

ENGAGE

Show pictures of different types of soil, or if actual samples are available, bring them and show

The class.

EXPLORE

Ask the students:

1. What are the components of soil?

2. What are the different types of soil?

3. In what ways are they similar or different? Which type of soil absorbs and keeps water?

4.
EXPLAIN

Discuss the components of soil, different types of soil and their distinguishing characteristics.

ELABORATE

Let the students ponder on the following questions. Give them time to share their ideas in class.

1. What is the significance of each type of soil? Give their specific use.

2. If you are going to plant seeds, what type of soil will you use and why?

3. What is soil pollution? What are the factors that contribute to soil pollution?

EVALUATE

Ask the students to conduct a library research on areas where soil or land has been polluted/mined and
list down the implications of such event. They can present the output in a creative manner (poster,
video presentation, etc.) to be submitted and shown in class the following meeting.

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