Ø    What is inquiry? 

Inquiry is a process which begins with the desire to discover the answers to questions. In an inquiry focused classroom, student questions become the organizational structure for organizing the curriculum and classroom instruction. The teacher’s role is one of facilitator or guide on the side.

“Education as inquiry provides an opportunity for learners to explore collaboratively topics of personal and social interest using the perspectives offered by others as well as various domains ( psychology, economics, ecology, anthropology, etc.)  and various sign systems ( art, music, math, language) for purposes of producing a more equitable, more just, a more thoughtful world” (Harste 1). 

The student-centered stages of the inquiry process include the following six steps:  

Connect

• Make connections to previous knowledge

• Gain background knowledge to set context for new learning

• Observe, experience

Wonder

• Develop questions

• Make predictions, hypotheses

Investigate

• Find and evaluate information to answer questions, test hypotheses

• Think about the information to illuminate new questions and hypotheses

Construct

• Construct new understanding connected to previous knowledge

• Draw conclusions about questions and hypotheses

Express

• Express new ideas to share learning with others

• Apply understandings to a new context, new situation

Reflect

• Reflect on own process of learning and on new understandings gained from inquiry

• Ask new questions” (Stripling 8).

Ø    Why is inquiry an important part of a thinking-centered curriculum?

A thinking-centered curriculum that truly embraces inquiry consistently “invites learners to see themselves as knowledge makers who find and frame problems worth pursuing, negotiate interpretations, forge new connections and represent meaning in new ways” (Harste 6).  Through the process of finding the answers students learn and apply content knowledge, skills, reasoning practices, literacy strategies to meaningful classroom work that addresses state, district and national standards of learning.  

Ø    What are the characteristics of instruction that address inquiry?  

• Instruction focuses on how to be an effect inquirer. Teachers guide and facilitate students as they learn why some questions may be more effective than others.  

• Reasoning processes are linked to each step of the inquiry process. 

• Habits of Mind are modeled, practiced and reflected on as part of the inquiry process.  

• Multiple sources of information are found and evaluated for appropriateness.  

• The ‘product’ of an inquiry project will be shared through a range of genres and sign systems.   

Ø    If you would like more information… 

Literature and Research Base:  

Harste, Jerome C. “ What Education as Inquiry Is and Isn’t”.  Baron, Sible and Barbara Comber, ed. Critiquing Whole Language and Classroom Inquiry. Urbana, Il.: National Council of Teachers of English, 2001.

Stripling, Barabara H. and Sandra Hughes-Hassell.  Curriculum Connections Through the Library. Conneticut: 2003. 

Related Links  

http://www.inquiry.uiuc.edu/inquiry/definition.php

http://www.galileo.org/inquiry-what.html

http://www.biology.duke.edu/cibl/inquiry/why_inquiry_in_ms.doc