TAGUM CITY COLLEGE OF SCIENCE AND TECHNOLOGY FOUNDATION INC.

Elpidio M. Gazmen Compound, Gazmen Road, Tagum City

SEC. Reg. No. 200630691 / Tel. No. 216-6824
E-mail Address: tcit2007@yahoo

SUPPLEMENTARY LEARNING
MATERIALS FOR SENIOR
HIGH SCHOOL

GRADE LEVEL: GRADE 12

CORE SUBJECT: Inquiries, Investigation and Immersion-12
SEMESTER: 2nd SEMESTER
Week-1 to 2

LEARNING COMPETENCY

 Nature of Inquiry
 The learner prepares a plan and focus on issues and ideas in their respective
field.

Christian Caritativo
Inquiries, investigation and immersion-Teacher
0948-726-2538

Inquiries, Investigation and Immersion: Nature of Inquiry Page 1 of 15

 Making up on the competencies of research gained by senior high school students in two
practical research courses, this course aims to further strengthen the critical thinking and problem-
solving real life situation and skills of Grade 12 students through the conduct researches
(qualitative, quantitative or mixed methods) relative to their interests, experiences in immersion,
and senior high school academic track and strand. Student planning is the first phase of the
inquiring-learning process. Students must understand that the primary purpose of inquiry-based
learning projects is to develop acquisition learning skills in tandem with curiosity and optimism.
Many schools will offer standard plans and directions for integrating inquiry-based learning
activities. Schools usually vary the content areas from year to year to ensure that students are
properly learning and improving their knowledge, but these standard plans may change with new
technology or regulations. Students may work with a familiar teacher who can help them identify
areas of interest and available resources. Teachers may choose a curriculum-based theme that
matches students’ background or experience.
The purpose of this module is based research which brought about brainstorming to gather
ideas before drawing a problem of different issues and in different field of studies. The importance
of the module is to explore the literacy of the students. Motivating the students to use module is a
great help to adapt the education for all programs. Especially in technical school the 3 I’s: Inquiry,
Investigation and Immersion module is a way of realizations that come along their life such as the
different issues which surrounds them. This query is the act of asking for information that leads to
exploration and absorption.
To our dearest TCCSTFIAN’S students let yourself be free in exploring the module made
for your literacy and learning process. This module is designed to test your skills in understanding
and comprehending the different activities.
This module involves logical flow of ideas to spread essential context regarding the learning
process. The purpose refines complete new approach in selecting topic which inclined the
interests of the learners. Additional insights might investigate the implications in identifying new
problems and re-conceptualize.
In this module you will learn about
1. Nature of inquiry and research
2. Ideas of inquiries in different respective field.
3. Understanding research inquiry
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 UNLOCKING OF DIFFICULTIES
Inquiry It is a question which you ask in order to get some information.
It is the process of asking about or investigating something in order to find
out more about it.

Investigation It is a proper inquiry or efficient study.

Immersion It is the process of learning a skill by using nothing else but that skill. It is
the fact of becoming completely involved in something.
Research Study Research is like exploring things to come up with the best
idea/s to response the needs of the society
Concept It is a conceptual representations, abstract objects or abilities that make
up

Your Targets!

At the end of the module, you should be able to:

1. Identify the nature inquiry
2. Distinguish nature of inquiry of research
3. Understand the importance of nature of inquiry

Try This

Direction: TRUE OR FALSE read carefully the given statement in the following question or being
describe in the sentence before the number write T if the statement is true otherwise write F if the
statement is incorrect.

__________1. Inquiry process is driven by one’s own curiosity, wonder, interest, or passion to
understand an observation or to solve a problem. (true)
__________2. Concept take action through continued observing, raising questions, making
predictions, testing hypotheses, and creating conceptual models. (false0
__________3. Records data, makes representations of results and explanations, and draws
upon other resources such as books, videos, and the expertise or insights of
others. (true)
__________4. Systematic investigation serve as data information. (true(
__________5. The nature of research is driven by one’s own curiosity, wonder, interest, or
passion to understand an observation or to solve a problem. (false)

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Task 1: my freedom……

Research inquiry
and Nature
Instruction: write ideas and terminologies you’ve already known about the research inquiry and
nature base on the assumptions of practical research 1 and 2.

Explore

Task 2
Guide Questions
1. What is the importance of research inquiry
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2. What is the purpose of research inquiry

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3. What would be the possible outcome if the researcher does not follow research inquiry?
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What Is Inquiry?
Good science and technical education requires both learning scientific concepts
and developing scientific thinking skills. Inquiry is an approach to learning that involves a
process of exploring the natural or material world especially in 21 st century Education, That
leads to asking questions, making discoveries, and testing those discoveries in the search
of new understanding in different phenomena. Inquiry, as it relates to science education,
should mirror as closely as possible the enterprise of doing real life situations.

The inquiry process is driven by one’s own desire to know the things, wonder, interest, or
passion to understand an observation or to solve a problem in any circumstances.

The process begins when the learner notices something that intrigues, surprises, or
stimulates a question, it drives more sophisticated and higher possible way of
understanding to something that is new, or something that may not make sense in
relationship to the learner's previous experience or current understanding.

The next step is to take action means working putting together the materials across
interest through continued observing, raising questions, making predictions, testing
hypotheses, and creating conceptual models. The learner must find her or his own pathway
through this process. It is rarely a linear progression, but rather more of a back-and-forth, or
cyclical, series of events.

As the process unfolds, more observations and questions emerge, providing for deeper
interaction with the phenomena—and greater potential for further development of
understanding. Along the way, the inquirer collects and records data, makes
representations of results and explanations, and draws upon other resources such as
books, videos, and the expertise or insights of others.

Making meaning from the experience requires reflection, conversation, and comparison of
findings with others, interpretation of data and observations, and the application of new
conceptions to other contexts. All of these serve to help the learner construct an improved
mental framework of the world.

Effective teachers rely on many different ways of teaching science. At the Institute for
Inquiry we focus on inquiry learning, a powerful tool in learning science and in keeping
wonder and curiosity alive in the classroom.

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Page 6 of 15
Brainstorming…..

Inquiry is the process of finding answers to questions. It provides a lens from which to
explore the question. A paper, work of art, poster, presentation, field report, or one of many
other possibilities can all be evidence of scholarly work.

Also, what is the relationship between research and inquiry? By definition, inquiry requires
students to engage in active learning by generating their own driving questions, seeking out
answers, and exploring complex problems. Research, though often a component of inquiry,
addresses the process of finding answers.
Inquiry is easier to carry out than research because it's just an act of asking for information.
An inquiry is any process that has the aim of augmenting knowledge, resolving doubt, or
solving a problem. While in research, you need to defend and prove it.

Why research is like an inquiry and investigation?

“Inquiry” is defined as “the systematic search for information, knowledge and truth about
certain things and matters of public interest.” It is the process of solving a problem through
researching and probing. “Investigation,” on the other hand, is defined as the process of
inquiring into something thoroughly.

The Inquiry-based Learning Model emerged in the 1960s, during the “discovery learning”
movement and relies upon the idea that individuals are able to learn by investigating
scenarios and problems, and through social experiences. Rather than having to memorize
information from printed materials, instructors encouraged their students to conduct
investigations that would satisfy their curiosity, help them broaden their knowledge base
and develop their skills and mental frames.

It’s important to remember that inquiry-based learning is not a technique or practice per se,
but a process that has the potential to increase the intellectual engagement and deep
understanding of learners, urging them to:

Develop their questioning, research and communication skills

Collaborate outside the classroom
Solve problems, create solutions, and tackle real-life questions and issues
Participate in the creation and amelioration of ideas and knowledge
The 5 steps of inquiry-based learning

This is why inquiry-based learning includes the following steps:

1. Ask questions
2. Probe into various situations
3. Conduct analyses and provide descriptions
4. Communicate findings, verbally or in writing
5. Think about the information and knowledge obtained

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The principles of inquiry-based learning
There are certain principles that govern inquiry-based learning and can be
summarized as follows:

Principle 1
Learners are in the center of the entire process, while instructors, resources and technology
are adequately organized to support them.
Principle 2
All learning activities revolve around information-processing skills.
Principle 3
Instructors facilitate the learning process, but also seek to learn more about their students
and the process of inquiry-based learning.
Principle 4
Emphasis should be placed on evaluating the development of information-processing skills
and conceptual understanding, and not on the actual content of the field.

The 4 forms of inquiry

There are four forms of inquiry that are commonly used in inquiry-based instruction:

 Confirmation inquiry
Learners are given a question, as well as a method, to which the end result is already
known. The goal is to confirm the results. This enables learners to reinforce already
established ideas, and to practice their investigative skills.
 Structured inquiry
Learners are given the question and the method of achieving the result, but the goal is to
provide an explanation that is already supported by the evidence gathered during and
through the investigative process.
 Guided inquiry
Learners are only given a question. The main goal is to design the method of investigation
and then test the question itself. This type of inquiry is not typically as structured as the
previously mentioned forms.
 Open inquiry
Learners must form their own questions, design investigative methods, and then carry out
the inquiry itself. They must present their results at the end of the process.

In an instructional setting, inquiry-based learning can give instructors the opportunity

to allow students to fully explore problems and scenarios, so that they can learn from not
only the results, but also the process itself. They are encouraged to ask questions, explore
their environments, and obtain evidence that support claims and results, and design a
convincing argument regarding the way they reached to the end result.

 The Value of Inquiry

The Value of Inquiry is a process of learning that involves a number of important activities
for students, including asking their own questions, investigating multiple sources of

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information for a purpose, thinking critically to make sense of information they’ve found, and
establishing and communicating new understandings and knowledge. When students learn
through inquiry, they actively make connections and sometimes discover that being wrong,
or failure, is not only an option but a normal and important part of learning.

Inquiry differs from the traditional “report” assignment where students find the best
information about a topic and then organize it into a final product. The process of writing a
traditional ‘report’ is controlled and linear; students will know where they will end up before
they start. Inquiry is more open-ended with learning that is active, shared, and based on
student-generated questions. Through inquiry, students engage in research around
interesting ideas and essential questions. Questioning, critical thinking, and the creative
development of new knowledge through inquiry are as important (if not more so) to learning
as information finding through research. According to Barbara Stripling, one of the field’s
thought leaders, “Inquiry is unique because it places students at the heart of learning,
empowering them to follow their sense of wonder into new discoveries.”
STEPS OF THE RESEARCH PROCESS (nature of inquiry)
Scientific research involves a systematic process that focuses on being objective and
gathering a multitude of information for analysis so that the researcher can come to a
conclusion. This process is used in all research and evaluation projects, regardless of the
research method (scientific method of inquiry, evaluation research, or action research). The
process focuses on testing hunches or ideas in a park and recreation setting through a
systematic process. In this process, the study is documented in such a way that another
individual can conduct the same study again. This is referred to as replicating the study.
Any research done without documenting the study so that others can review the process
and results is not an investigation using the scientific research process. The scientific
research process is a multiple-step process where the steps are interlinked with the other
steps in the process. If changes are made in one step of the process, the researcher must
review all the other steps to ensure that the changes are reflected throughout the process.
Parks and recreation professionals are often involved in conducting research or evaluation
projects within the agency. These professionals need to understand the eight steps of the
research process as they apply to conducting a study
Step 1: Identify the Problem
The first step in the process is to identify a problem or develop a research question. The
research problem may be something the agency identifies as a problem, some knowledge
or information that is needed by the agency, or the desire to identify a recreation trend
nationally. In the example in table 2.4, the problem that the agency has identified is
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childhood obesity, which is a local problem and concern within the community. This serves
as the focus of the study.
Step 2: Review the Literature
Now that the problem has been identified, the researcher must learn more about the topic
under investigation. To do this, the researcher must review the literature related to the
research problem. This step provides foundational knowledge about the problem area. The
review of literature also educates the researcher about what studies have been conducted
in the past, how these studies were conducted, and the conclusions in the problem area. In
the obesity study, the review of literature enables the programmer to discover horrifying
statistics related to the long-term effects of childhood obesity in terms of health issues,
death rates, and projected medical costs. In addition, the programmer finds several articles
and information from the Centers for Disease Control and Prevention that describe the
benefits of walking 10,000 steps a day. The information discovered during this step helps
the programmer fully understand the magnitude of the problem, recognize the future
consequences of obesity, and identify a strategy to combat obesity (i.e., walking).
Step 3: Clarify the Problem
Many times the initial problem identified in the first step of the process is too large or broad
in scope. In step 3 of the process, the researcher clarifies the problem and narrows the
scope of the study. This can only be done after the literature has been reviewed. The
knowledge gained through the review of literature guides the researcher in clarifying and
narrowing the research project. In the example, the programmer has identified childhood
obesity as the problem and the purpose of the study. This topic is very broad and could be
studied based on genetics, family environment, diet, exercise, self-confidence, leisure
activities, or health issues. All of these areas cannot be investigated in a single study;
therefore, the problem and purpose of the study must be more clearly defined. The
programmer has decided that the purpose of the study is to determine if walking 10,000
steps a day for three days a week will improve the individual's health. This purpose is more
narrowly focused and researchable than the original problem.
Step 4: Clearly Define Terms and Concepts
Terms and concepts are words or phrases used in the purpose statement of the study or
the description of the study. These items need to be specifically defined as they apply to the
study. Terms or concepts often have different definitions depending on who is reading the
study. To minimize confusion about what the terms and phrases mean, the researcher must
specifically define them for the study. In the obesity study, the concept of “individual's
health” can be defined in hundreds of ways, such as physical, mental, emotional, or spiritual
health. For this study, the individual's health is defined as physical health. The concept of
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physical health may also be defined and measured in many ways. In this case, the
programmer decides to more narrowly define “individual health” to refer to the areas of
weight, percentage of body fat, and cholesterol. By defining the terms or concepts more
narrowly, the scope of the study is more manageable for the programmer, making it easier
to collect the necessary data for the study. This also makes the concepts more
understandable to the reader.
Step 5: Define the Population
Research projects can focus on a specific group of people, facilities, park development,
employee evaluations, programs, financial status, marketing efforts, or the integration of
technology into the operations. For example, if a researcher wants to examine a specific
group of people in the community, the study could examine a specific age group, males or
females, people living in a specific geographic area, or a specific ethnic group. Literally
thousands of options are available to the researcher to specifically identify the group to
study. The research problem and the purpose of the study assist the researcher in
identifying the group to involve in the study. In research terms, the group to involve in the
study is always called the population. Defining the population assists the researcher in
several ways. First, it narrows the scope of the study from a very large population to one
that is manageable. Second, the population identifies the group that the researcher's efforts
will be focused on within the study. This helps ensure that the researcher stays on the right
path during the study. Finally, by defining the population, the researcher identifies the group
that the results will apply to at the conclusion of the study. In the example in table 2.4, the
programmer has identified the population of the study as children ages 10 to 12 years. This
narrower population makes the study more manageable in terms of time and resources.
Step 6: Develop the Instrumentation Plan
The plan for the study is referred to as the instrumentation plan. The instrumentation plan
serves as the road map for the entire study, specifying who will participate in the study;
how, when, and where data will be collected; and the content of the program. This plan is
composed of numerous decisions and considerations that are addressed in chapter 8 of
this text. In the obesity study, the researcher has decided to have the children participate in
a walking program for six months. The group of participants is called the sample, which is a
smaller group selected from the population specified for the study. The study cannot
possibly include every 10- to 12-year-old child in the community, so a smaller group is used
to represent the population. The researcher develops the plan for the walking program,
indicating what data will be collected, when and how the data will be collected, who will
collect the data, and how the data will be analyzed. The instrumentation plan specifies all
the steps that must be completed for the study. This ensures that the programmer has
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carefully thought through all these decisions and that she provides a step-by-step plan to be
followed in the study.
Step 7: Collect Data
Once the instrumentation plan is completed, the actual study begins with the collection of
data. The collection of data is a critical step in providing the information needed to answer
the research question. Every study includes the collection of some type of data—whether it
is from the literature or from subjects—to answer the research question. Data can be
collected in the form of words on a survey, with a questionnaire, through observations, or
from the literature. In the obesity study, the programmers will be collecting data on the
defined variables: weight, percentage of body fat, cholesterol levels, and the number of
days the person walked a total of 10,000 steps during the class.
The researcher collects these data at the first session and at the last session of the
program. These two sets of data are necessary to determine the effect of the walking
program on weight, body fat, and cholesterol level. Once the data are collected on the
variables, the researcher is ready to move to the final step of the process, which is the data
analysis.
Step 8: Analyze the Data
All the time, effort, and resources dedicated to steps 1 through 7 of the research process
culminate in this final step. The researcher finally has data to analyze so that the research
question can be answered. In the instrumentation plan, the researcher specified how the
data will be analyzed. The researcher now analyzes the data according to the plan. The
results of this analysis are then reviewed and summarized in a manner directly related to
the research questions. In the obesity study, the researcher compares the measurements
of weight, percentage of body fat, and cholesterol that were taken at the first meeting of the
subjects to the measurements of the same variables at the final program session. These
two sets of data will be analyzed to determine if there was a difference between the first
measurement and the second measurement for each individual in the program. Then, the
data will be analyzed to determine if the differences are statistically significant. If the
differences are statistically significant, the study validates the theory that was the focus of
the study. The results of the study also provide valuable information about one strategy to
combat childhood obesity in the community.
As you have probably concluded, conducting studies using the eight steps of the scientific
research process requires you to dedicate time and effort to the planning process. You
cannot conduct a study using the scientific research process when time is limited or the
study is done at the last minute. Researchers who do this conduct studies that result in
either false conclusions or conclusions that are not of any value to the organization.
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 What I Have Learned

 Inquiry is an investigation. An act of asking information and seeking for truth and
information by interrogation/questioning.

 Know better the issues in the society. Clearly define the issue at hand. Start breaking
down the problem into components.

 Jot down issues which is much important to answer.

 Steps of preparing research: focus, decide on topic, understand the problem, decide on
the problem

 Treat the problem by assessing your problems and developing your treatment plan.

Reflect!

I learned that,
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I realized that,
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_______________________________________________________________________________________________
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I will apply
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Reference
http://www.accessola.com/action/positions/info_studies/html/research.html, January 27, 2020..

https://innovationmanagement.se/imtool-articles/take-the-brainstorming-quiz/.,
n.d. Accessed January 27, 2020.

Heick, Terry, “ 4 Phases of Inquiry-based Learning: A guide For Teachers,” November 5, 2019,

“‘15 Creative Exercises That Are Better than Brainstorming.’” http://blog.hubspot.com/marketing/creative-exercises-

better-thanbrainstorming., September 20, 2018.

Answer key

Try this Assess what have you learned

1.T Essay Essay
2.T Essay Essay

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3.F Essay Essay
4.F Essay Essay
5.T Essay Essay

Rubric for open question (essay)

Criteria 1 point 3 points 5 points

Explanation/justification Explanation is Explanation is It Explanation and
unclear, incomplete basic and lacks demonstrate logical
and confusing. elaboration. thinking with a clear
sequential
explanation.
Understanding/comprehensio Shows minimal Demonstrate Excellent
n understanding of the understanding of understanding of
question the problem the problem
Organization of Thought/ideas Disorganized Work Work is clearly
and information. approach to the demonstrates organized.
problem some organization

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