Introduction
Key Components of the Inquiry Process Activating Prior Knowledge (APK) - Engage students in a conversation about what they already know. By bringing the students’ own background and experiences to the learning table, students will find ways to connect to the topic and will have activated some basis for creating meaning within the text they are reading. The personal connection to learning increases a student’s motivation to explore, read, and struggle with difficulties as they arise. (APK is incorporated into Part I of every module.)
Providing Background Information - Students need to know something about the topic to be able to perceive and formulate meaningful inquiries (hands-on experience, videos, events, articles, audio recordings, books, web sites, photographs, art).
Defining Outcomes for which students will be held accountable - Students need to know up front exactly what’s expected of them. For example: Inquiry: define problem question; find and gather data; analyze, compare, organize, and synthesize data; create a proposition; support proposition (facts, stats, examples, expert authority, logic and reasoning); propose solutions and action steps. Team: listen, consider others’ ideas, encourage, provide coaching, affirm, question, cooperate, demonstrate individual responsibility, avoid put-downs, engage in dialogue Project Management: set goals, agree on tasks and roles, meet deadlines, prioritize tasks.
Modeling Design Product Outcomes (technology, art); Providing Frameworks - Show students a PowerPoint presentation, a web site, video,etc. Students need to see models of what it is they are being asked to do. They must have a supporting structure which provides grounding for their creations, but doesn’t limit their creativity.
Establishing a general topic or inquiry - For example: What happens when we have severe weather? (Module 5 Water Quality Assessment – Storm Water runoff changes the salinity of the water, debris enters the waterway affecting animal habitats).
Student teams conduct background research and define focused problem questions within broader inquiry or topic. Without a knowledge base or some degree of familiarity with the topic, it will be difficult for students to develop relevant inquiries within the broad topic area. Students need to be provided with background material and/or guided to research their own background material. This base will enable them to begin to formulate a big picture understanding of the broad topic area, and then to select a specific inquiry interest which connects to the broader topic.
Establish and communicate inquiry presentation framework. Example: What can we do to sail faster in the same conditions as other sailors? (Look for areas of stronger winds and identify the wind patterns, keep the boat flat and fast, make 90 degree tacks, chart predicted course.)
Ask students a lot of questions to help them refine their thinking and guide their research, and problem solving. (Ask how and why).
Provide vehicles for student participation in sailing conditions, environmental problems, and global environmental change issues which connect their learning to specific action. Community experts, such as water organizations and engineers can help facilitate.
Reflect on what worked and what didn’t, and why, then try it again. (That goes for educators too.) 15
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