Teaching Science Through Inquiry

DEPARTMENT OF EDUCATION
TEACHING SCIENCE
THROUGH INQUIRY
by
JADE O. ALBERTO, EdD
Education Program Supervisor
OBJECTIVES OF THE SESSION
1. Describe the features of an inquiry-
based science lesson.
2. Appreciate the importance of inquiry
in teaching science.
3. Compare the traditional science
instruction and inquiry-based
learning.
OBJECTIVES OF THE SESSION
4. Explain each of the four levels of
inquiry.
5. Familiarize the 5E learning model of
inquiry.
6. Design a science lesson using the 5E
learning model and plot the same in
the DLL template.
“All the world is a laboratory to
the inquiring mind.”
-‐Martin H. Fischer
FACT OR BLUFF?
TASK 1:
Tell whether the statement is a fact or a
bluff.
TIME ALLOTMENT:
5 secs per statement
FACT OR BLUFF
Teachers must always apply the scientific

method in order to make their lessons
inquiry-based.
FACT OR BLUFF
Inquiry-based instruction must make the

learners generate and pursue their own
questions.
FACT OR BLUFF
As long as there are hands-on activities

in a science class, there is inquiry-based
learning.
FACT OR BLUFF
Evidence is important when doing

inquiry.
FACT OR BLUFF
Inquiry is only for high achieving

learners.
WHAT ARE THE
DOMINANT ACTIVITIES
IN AN INQUIRY-BASED
CLASSROOM?
DOMINANT ACTIVITIES IN AN INQUIRY-BASED CLASSROOM
• Questioning
• Investigating
• Using evidences to describe, explain
and predict
• Connecting evidences to knowledge
• Sharing of findings
TASK 2:
Construct a concept map showing the
importance of Inquiry.
TIME ALLOTMENT:
5 mins
WHY IS INQUIRY
IMPORTANT IN
TEACHING SCIENCE?
IMPORTANCE OF INQUIRY IN TEACHING SCIENCE
• Prepare learners to live in a world

that is non-static.
• Enable learners to cope with changes
that will increase in complexity
throughout their lives.
• Provide learners tools for continuing
to learn.
• Attain important outcomes in the

classroom.
• Develop useful problem solving skills.
We dream of Filipinos who passionately

love their country and whose values and
competencies enable them to realize
their full potential and contribute
meaningfully to building the nation.
TASK 3:
List down narratives, as many as you can,
that will compare and contrast the
situations depicted by the pictures. Use
the template provided below for your
answers:
Set 1 Set 2
TIME ALLOTMENT:
5 mins per set
SET 1
SET 2
HOW DOES INQUIRY-BASED
INSTRUCTION COMPARE TO
TRADITIONAL INSTRUCTION?
TRADITIONAL SCIENCE INSTRUCTION AND INQUIRY-BASED LEARNING
Indicator Traditional Inquiry-Based

Science Learning
Instruction
Content Focus What we know? How we come to
know?

Science Learning
Instruction
Role of Teacher Teacher gives Teacher acts as
information facilitator of
about “what is learning.
known”.

Science Learning
Instruction
Role of Learner Learner receives Learner
information. constructs
knowledge.

Science Learning
Instruction
Assessment Focus Content Skills
understanding development in
addition to
content
understanding

Science Learning
Instruction
Goal In-school success In-school success
and preparation and preparation
for the next grade for life-long
level. learning.

Science Learning
Instruction
Use of Resources Limited to what is Use resources
available in class. beyond the
classroom.
TASK 4:
With your group is an envelope
containing jumbled statements and
headings. Group the jumbled statements
according to appropriate heading. Be
able to justify their manner of your
grouping.
TIME ALLOTMENT:
5 mins
WHAT ARE THE FOUR
LEVELS OF INQUIRY?
LEVELS OF INQUIRY
LEVELS OF INQUIRY
1. LIMITED INQUIRY – learners are
provided with the question and
procedure as well as the results,
which are known in advance.
LEVELS OF INQUIRY
2. STRUCTURED INQUIRY – learners
are introduced to the experience of
conducting investigation or practice
a specific inquiry skills.
LEVELS OF INQUIRY
3. GUIDED INQUIRY – teacher provides
questions and learners generate
explanation supported by an
evidence they have collected.
LEVELS OF INQUIRY
4. OPEN INQUIRY – learners are given
the opportunity to act like scientists,
derive questions, design and carry
out investigations and communicate
results of an investigation.
TASK 5:
With your group is another envelope
containing segments of a certain science
lesson. Number the segments 1 to 5 and
paste them in a manila paper. Be able to
justify your arrangement.
TIME ALLOTMENT:
5 mins
WHAT IS 5E
LEARNING MODEL?
5E LEARNING MODEL
5E LEARNING MODEL
1. ENGAGE
Focus attention
and stimulate
interest
5E LEARNING MODEL
WAYS:
• Demonstration/Asking Question
• Manipulative Activity
• Analysis of an Illustration
• Interactive Reading
• KWL
• Forced Associations
• Brainstorming Activity
• Connection of Past and Present
• Frames the idea
5E LEARNING MODEL
TEACHER’S BEHAVIOR:
• Motivates learners
• Creates interest among learners
• Taps into what learners’ know or
think about the topic
• Raises questions and encourages
responses
5E LEARNING MODEL
LEARNERS’ BEHAVIOR:
• Listen attentively
• Ask questions
• Demonstrate interest in the lesson
• Respond to questions demonstrating
their own entry point of
understanding
5E LEARNING MODEL
2. EXPLORE
Investigate and
collect information
5E LEARNING MODEL
WAYS:
• Science Investigation
• Reading to Collect Information
• Constructing a Model
• Learning and Practicing a Skill
• Manipulating Data/Information
• Solving a Problem
• Participating in Discussion
• Cooperative Learning Activities
5E LEARNING MODEL
• Acts as a facilitator
• Observes and listens to learners as
they interact
• Asks good inquiry-oriented questions
• Provides time for learners to think
and to reflect
• Encourages cooperative learning
5E LEARNING MODEL
• Conduct activities, predicts, and
forms hypotheses or makes
generalizations
• Become a good listener
• Share ideas and suspend judgment
• Record observations and/or
generalizations
• Discuss tentative alternatives
5E LEARNING MODEL
3. EXPLAIN
Explain the
understanding of
concepts and
processes; new
concepts and
skills are
introduced
5E LEARNING MODEL
WAYS:
• Analysis and Explanation
• Demonstration with Learner Talk
• Supporting Ideas with Evidence
• Graphic Organizers – Thinking Maps
• Structured Questioning, Reading and
Discussion
• Asking Probing Questions
• Thinking Skill Activities: Compare, Classify,
Summarize, Error Analysis, and Interprets
5E LEARNING MODEL
• Encourages learners to explain their
observations and findings in their own
words
• Listens and builds upon discussion form
learners
• Asks for clarification and justification
• Accepts all reasonable responses
5E LEARNING MODEL
• Explain, listen, define and question
• Use previous observations and
findings
• Provide reasonable responses to
questions
• Interact in a positive, supportive
manner
5E LEARNING MODEL
4. ELABORATE
Expands and
solidifies thinking
often through
application to a
real – word
problem
5E LEARNING MODEL
WAYS:
• Problem Solving within a New
Context
• Decision Making
• Experimental Inquiry
• Thinking Skill Activities: Compare,
Classify, Apply, Judge, Conclude,
Synthesize and Extend
• Extended Reading
5E LEARNING MODEL
• Uses previously learned information
as a vehicle to enhance additional
learning
• Encourages learners to apply or
extend the new concepts and skills
• Encourages learners to use terms
and definitions previously acquired
5E LEARNING MODEL
• Apply new terms and definitions
• Use previous information to probe,
ask questions, and make reasonable
judgments
• Provide reasonable conclusions and
solutions
• Record observations, explanations,
and solutions
5E LEARNING MODEL
5. EVALUATE
Assess
understanding
5E LEARNING MODEL
WAYS:
• Activities Scored Using a Rubric
• Performance Assessment
• Production of a Product
• Journal Entry Writing
• Peer Feedback Response
• Problem-based Learning Scenarios
• Portfolio
• Bloom’s Higher Level Questioning
5E LEARNING MODEL
• Observes learners’ behavior as they
explore and apply new concepts and
skills
• Assesses learners’ knowledge and
skills
• Encourages learners to assess their
own learning
• Asks open-ended questions
5E LEARNING MODEL
• Demonstrate understanding or
knowledge of concepts and skills
• Evaluate his/her own progress
• Answer open-ended questions
• Provide reasonable responses and
explanations to events or
phenomena
WHAT IS INQUIRY
THEREFORE?
INQUIRY DEFINED
• Process of seeking truth, information

or knowledge by questioning.
HOW WILL YOU
RELATE INQUIRY TO
LEARNING?
INQUIRY AND LEARNING
• A dynamic approach to learning that
involves exploring the world, asking
questions, making discoveries and
rigorously testing those discoveries in
search for new understanding.
WHAT ARE THE FEATURES
OF A CURRICULUM
DESIGNED UNDER
INQUIRY-BASED
APPROACH?
INQUIRY-BASED CURRICULUM
• Recognizes learners’ drive to learn,
engages learners in central concepts
and principles, leads learners to in-
depth exploration of authentic and
important topics, uses performance-
based assessments and encourages
collaboration.
INQUIRY-BASED CURRICULUM
• The K to 12 Science Curriculum is
learner-centered and inquiry-based,
emphasizing the use of evidence in
constructing explanations.
WHAT IS INQUIRY-
BASED LEARNING?
INQUIRY-BASED LEARNING
INQUIRY-BASED LEARNING
• Development of critical thinking skills

while learning science.
• Involvement of learners in the
learning process.
MODELLING
POINTS TO CONSIDER:
1. Were the learners engaged in
scientifically oriented questions?
2. Were the learners provided opportunity
to prioritize evidence?
3. Were the learners given the time to
formulate their explanations?
4. Were the learners provided the means to
evaluate their explanations in the light of
alternative explanations?
5. Were the learners asked to communicate
and justify their proposed explanations?
QUARTER/ CONTENT:
4/ Earth and Space
CONTENT STANDARD:
The learners demonstrate

understanding of the effects of
earthquakes and volcanic
eruptions.
PERFORMANCE STANDARD:
The learners should be able

design an emergency and
preparedness plan and kit.
LEARNING COMPETENCY:
Enumerate what to do before,

during and after earthquake and
volcanic eruptions (S6ES-IV-b-2).
LEARNING OBJECTIVE:
Demonstrate safety measures

that should be done before,
during and after an earthquake.
ENGAGE
Have you experienced an
earthquake? Describe the
shaking of the earth
during an earthquake?
How did you feel about it?
EXPLORE
Tasks:
Group 1: Precautionary measures that
should be done before an earthquake.

should be done during an earthquake.

should be done after an earthquake.
Instructions:
1. Identify precautionary
measures to be observed
before, during and after an
earthquake.
2. Write down all the
precautionary measures that you
have identified and justify the
same using the template below:
Precautionary Measures Why important?
3. Be able to report your output
after 5 minutes.
4. During the presentation of
your output, be able to act out
the identified precautionary
measures.
EXPLAIN
Let each group share their
outputs with the large group.
They should be able to act out

the listed precautionary
measures.
ELABORATE
WHAT TO DO BEFORE,
DURING AND AFTER AN
EARTHQUAKE?
Situation: You and your
friends are inside the
gymnasium. Suddenly,
you feel the ground
shaking. What will you
do? DEPARTMENT OF EDUCATION
EVALUATE
Act out the precautionary measures that
a person should do in the following
situations:
• You are inside the library and an
earthquake occurred. What will
you do?
• You are in the quadrangle.
Suddenly, you feel the ground
shaking. What will you do?
ENGAGE
EXPLORE
EXPLORE
EXPLAIN
ELABORATE
POINTS TO CONSIDER:
1. Were the learners engaged in
scientifically oriented questions?
2. Were the learners provided opportunity
to prioritize evidence?
3. Were the learners given the time to
formulate their explanations?
4. Were the learners provided the means to
evaluate their explanations in the light of
alternative explanations?
5. Were the learners asked to communicate
and justify their proposed explanations?
READY FOR THE
WORKSHOP?
COMPARISON BETWEEN THE 5E LEARNING MODEL AND
PART IV: PROCEDURES OF THE DLL
Part IV: Procedures 5E Learning
Model
A. Reviewing previous lesson or presenting the new lesson.
B. Establishing a purpose for the lesson. Engage
C. Presenting examples/ instances of the new lesson.
D. Discussing new concepts and practicing new skill #1.
E. Discussing new concepts and practicing new skill #2.
Explore
F. Developing mastery.
Explain
G. Finding practical applications of concepts and skills in daily
living. Elaborate
H. Making generalizations and abstractions about the lesson.
I. Evaluating learning. Evaluate
J. Additional activities for application and remediation. Elaborate
“
“
Reference: p.12, DO No. 42, s. 2016
TASK 6:
Design a science lesson using 5E Learning
Model
TIME ALLOTMENT:
20 mins
Group 1: MATTER
S6MTId-f-2
Group 2: LIVING THINGS AND THEIR ENVIRONMENT
S6LTIIc-d-2
S6LTIIg-h-4
S6LTIIi-j-6
Group 5: FORCE, MOTION AND ENERGY
S6FEIIId-f-2
Group 6: EARTH AND SPACE
S6ESIVa-1
Group 7: EARTH AND SPACE
S6ESIVb-2
OUTPUT
PRESENTATION
OPEN FORUM
…the biggest
challenge is to be
learner-focused
•(Photo Credit: BEST-CI Program)
“People learn best not by being told, but
by experiencing the consequences of
their own thoughts and actions.”
-‐Training House, New Jersey
“Let us help one another in
developing Filipino learners not
just with the mind of a scientist
but also with the heart of a
missionary.”
-‐Jade O. Alberto
DIOS MABALOS PO!
REFERENCES
Biological Sciences Curriculum Study. (2005). Doing Science: The Process of Scientific Inquiry. Colorado: BSCS.
Gall M. (1970). Gall M.D. (1970). The Use of Questions in Teaching. Review of Educational Research. 40, 707-721 retrieved
from http://rer.sagepub.com/ content/40/5/707.full.pdf
Harlen W. (2014). Helping Children’s Development of Inquiry Skills. Inquiry in Primary Science Education, 1 , 5-19 retrieved
from http://prisci.net/ipse/papers/%20IPSE%20Volume%201%20No%201%20Wynne%20Harlen%20p%205%20%2019.pdf
Llewellyn D. (2011). Differentiated Science Inquiry. California: Corwin. National Research Council (2000). Inquiry and the
National Science Education Standards. Washington: National Academy Press.
Ostlund K. (1996). Rising to the Challenge of the National Science Education Standards. Fresno, California: S & K Associates.
Padilla, M. (1990). Research Matters to the Science Teacher. NARST.
Waite-Stupiansky, S. (1997). Building Understanding Together: A Constructivist Approach to Early Childhood Education. New
York: Delmar Publishers
Witt C & Ulmer J (2010) The Impact of Inquiry Based Learning on the Academic Achievement of Middle School Students
Shymansky, J. A., Kyle, W. C., & Alport, J. M. (1983). The Effects of New Science Curricula on Student Performance.
Journal of Research in Science Teaching, 20, 387-404.
Shymansky, J. A., Hedges, L. V., & Woodworth, G. (1990). A Reassessment of the Effects of Inquiry-Based Science Curricula of
the Sixties on Student Achievement. Journal of Research in Science Teaching, 27(2), 127-144

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DEPARTMENT OF EDUCATION

Teachers must always apply the scientific

Inquiry-based instruction must make the

As long as there are hands-on activities

Evidence is important when doing

Inquiry is only for high achieving

• Prepare learners to live in a world

• Attain important outcomes in the

We dream of Filipinos who passionately

Indicator Traditional Inquiry-Based

Indicator Traditional Inquiry-Based

Indicator Traditional Inquiry-Based

Indicator Traditional Inquiry-Based

Indicator Traditional Inquiry-Based

Indicator Traditional Inquiry-Based

• Process of seeking truth, information

• Development of critical thinking skills

4/ Earth and Space

The learners demonstrate

The learners should be able

Enumerate what to do before,

Demonstrate safety measures

Group 2: Precautionary measures that

Group 3: Precautionary measures that

They should be able to act out

•(Photo Credit: BEST-CI Program)

Padilla, M. (1990). Research Matters to the Science Teacher. NARST.

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