INQUIRY-

BASED
LEARNING
 Activity 1A:
Möbius Strips
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 Investigate and
explore the single
strip.

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3 minutes

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 Activity 1B:
Möbius Strips
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The Möbius Strip
was discovered by German
Mathematician August Mobius.

Let’s investigate the fascinating

result when you explore and
engage with Möbius strips.
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Procedure:

1. Begin with a strip of paper

Mark one end A and the back of
the opposite end B as in the
Figure.

A
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Procedure:
2. Turn over one end of the paper
so as to form a half-twist and mark
it B.

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Procedure:
3. Now, join the ends so as to
form the figure known as the
Möbius strip.

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Guide Questions:

1. How did
you find the
activity?
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Guide Questions:

2. How many
among you were
able to make/not
able to make the
Mobius Strip?
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Guide Questions:

3. For those who were

able to make the Mobius
Strip, what are the
techniques that you used
to make the Mobius
Strip?
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Guide Questions:

4. For those who were

not able make it, what
problems did you
encounter while making
the Mobius Strip?
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Guide Questions:

5. What interesting
information can you get
from the Möbius strip?

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 Activity 1C:
Möbius Strips
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Guide Questions:
1. Using the mobius strip
from the last activity.
What can you infer if
you draw a line from A
to B?
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Activity 1D: (10 minutes)
Möbius Strips

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 Group Activity
Group 1
• Form a new Mobius Strip again, cut out
the band down the middle and
discover the resulting figure.
Group 2
• Form a new Mobius Strip again, but this
time cut out a line that is approximately
one-third of the way across the band
until both ends meet and discover the
resulting figure
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 Group Activity

Group 3
• Form again a band with two-half twist.
Cut out the center and discover the
resulting figure
Group 4
• Repeat the preceding activity, but
begin with the band that has three-haft
twist.
• Cut out the center and discover the
resulting figure
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 Group Activity
Group 5
• Cut the two ends of the strip into three.
• Mark top end from right to left side A1, A2, A3, and
mark the back of the bottom end from right to left
side B1, B2, & B3.
• Twist the band with one-half twist and connect the
ends of A2 & B2 making strip A2B2, connect A1 & B3
over strip A2B2 making strip A1B3, and connectA3 &
B1 over strip A1B3 making strip A3B1.
• Then cut strip A1B3, after that, flip the mobius strip
vertically then cut it all throughout the strip and
discover the resulting figure.
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 Guide Questions

1. How did you find the

activity?
2. What happened to the
strip?
3. What is the resulting
figure?
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Guide Questions:
4. How many among you were able to
make/not able to make the Mobius
Strip?
5. For those who were able to make the
Mobius Strip, What are the techniques
that you used to make the Mobius
Strip?
6. For those who did not make it, what
problems did you encounter while
making the Mobius Strip?
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Guide Questions:
7. What have you
learned from your
experience in
making mobius
strips? DEPAR TMENT OF EDUCATION
Guide Questions:

8. What word/s can

you give to describe
your learning
experiences?
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 Group Activity

Group Activity

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 Group Activity
Group 1
• Form a new Mobius Strip
again, cut out the band
down the middle and
discover the resulting
figure.
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 Group Activity

Group 2
• Form a new Mobius Strip again,
but this time cut out a line that is
approximately one-third of the
way across the band and
discover the resulting figure

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 Group Activity

Group 3
• Form again a band with two-half twist.
Cut out the center and discover the
resulting figure
Group 4
• Repeat the preceding activity, but
begin with the band that has three-haft
twist.
• Cut out the center and discover the
resulting figure
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 Group Activity
Group 5
• Cut the two ends of the strip into three.
• Twist the band with one-half twist and mark
left side with A1, A2, A3, and the right side
with B1, B2, & B3.
• Connect the ends of A2 & B2 making strip
A2B2, A1 & B3 making strip A1B3, and A3 &
B1 making strip A3B1.
• Then cut strip A1B3, after that, flip the mobius
strip vertically then cut it all throughout the
strip and discover the resulting figure.
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Guide Question:

What word/s can

you give to describe
your learning
experiences?
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OBJECTIVES OF THE SESSION:
1.Describe the features of an inquiry- based
instruction.
2. Explain the four levels of inquiry.
3. Familiarize the 5E learning mode of
inquiry.
4.Identify the competencies in the CG where
inquiry-based learning approach in teaching can
be applied
5.Prepare a DLP employing principles of inquiry-
based learning approach in teaching.
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Guide Questions:
What is Inquiry
Based-Learning?

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WHAT IS INQUIRY-BASED
LEARNING
Inquiry-based learning (IBL) is a
pedagogy which best enables
students to experience the
processes of knowledge creation
and the key attributes are
learning stimulated by inquiry, a
student-centered approach, a
move to self-directed learning,
and an active approach to
learning.
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WHAT IS INQUIRY-BASED
LEARNING
Inquiry-based learning is
an approach to teaching
and learning that places
students’ questions, ideas
and observations at the
centre of the learning
experience.
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Students are engaged in
essentially student-centered,
open-ended and hands-on
activities .
-Questioning
-Investigating
-Using pieces of evidence to
describe, explain and predict --
-Connecting pieces of evidence
to knowledge
-Sharing of findings

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INQUIRY-BASED
LEARNING
finds its antecedents to…

CONSTRUCTIVISM
(Piaget)

EXPERIENTIAL SOCIAL
LEARNING DEVELOPMENT
(Dewey) (Vygotsky)

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WHY INQUIRY-
BASED?

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WHY INQUIRY-
BASED?
“If we are only teaching what we
know, our children can only do as
bad as we are doing, and this is the
challenge we are facing – we have
to go beyond it.”

(Pauli, 2009, TEDx)

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Guide Questions:

1. What is the
importance of Inquiry –
Based Learning in
teaching competencies?
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IMPORTANCE OF INQUIRY – BASED LEARNING IN
TEACHING

• Develops useful problem solving skill

• Prepares learners to live in a word that
is non - static
• Enables learners to cope with
changes that will increase in
complexity throughout their lives
• Provides learners tools for
continuing to learn
• Attains important outcomes in the
classroom
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http://portal.ou.nl/documents/7288585/0/Levels+of+Inquiry+Based+Learning.pdf
http://static.nsta.org/files/sc0810_26.pdf
 LEVELS OF INQUIRY

Limited/Confirmation inquiry is useful

when a teacher’s goal is to reinforce a
previously introduced idea; to introduce
students to the experience of conducting
investigations; or to have students
practice a specific inquiry skill, such as
collecting and recording data.
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 LEVELS OF INQUIRY

Structured inquiry, the question

and procedure are still provided by
the teacher; however, students
generate an explanation supported
by the pieces of evidence they have
collected.
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 LEVELS OF INQUIRY

Guided inquiry, the teacher provides

students with only the research
question, and students design the
procedure (method) to test their
question and the resulting
explanations.
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 LEVELS OF INQUIRY

Highest level of inquiry, Open inquiry, students

have the purest opportunities to act like
scientists, deriving questions, designing and
carrying out investigations, and communicating
their results. This level requires the most
scientific reasoning and greatest cognitive
demand from students.
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GROUP ACTIVITY
Instructions:
1. Reflect about the activity you did in making
the Mobius Strip.
2. Identify the level of inquiry is applied in
each Mobius Strip?
3. Be able to justify your answers.
4. Write your answers on the metacards.

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5 minutes
5 minutes

End
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 LEVELS OF INQUIRY
1A- OPEN INQUIRY
1B- LIMITED/CONFIRMATION
INQUIRY
1C- STRUCTURED INQUIRY
1D- GUIDED INQUIRY

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5E LEARNING MODEL OF
INQUIRY
ACTIVITY

Instructions:
Analyze each statement and identify in
which part of the 5E learning model it
belongs.
 5E ENGAGE EXPLORE EXPLAIN ELABORATE EVALUATE

A.

B.

C.

D.

E.
5E LEARNING MODEL

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 Suggested Activities for 5 Es
5 Es Suggested What the Teacher What the
Activities Does Learners Do
• Creates interest. • Ask question
• Generates such as,
curiosity. o Why did this
• Demonstrating • Raises happen?
• Reading questions. o What do I
• Free Writing • Elicits responses already know
Engage • Analyzing that uncover about this?
graphic what are the o What can I
organizer learners know find about
• Brainstor or think about this?
ming the concept • Show interest
/ topic. in the topic.
 Suggested Activities for 5 Es
5 Es Suggested What the Teacher What the
Activities Does Learners Do
• Encourages learners • Think freely but
to work together within the limits of
• Performing an without direct the activity.
investigation instruction. • Think prediction
• Reading • Observes and listens and hypotheses.
Authentic to the learners as • Form new
they interact. predictions and
Resources to • Asks provoking hypotheses.
gather question to redirect • Tries alternatives
Explore information investigations of and discusses
• Solving a learners when them with others.
problem necessary. • Records
• Provides time for the observations and
• Constructing a learners to puzzle ideas.
model through problem. • Suspends
judgement
 Suggested Activities for 5 Es
5 Es Suggested What the Teacher What the
Activities Does Learners Do
• Explain possible
• Encourages learners to solutions and
• Supporting ideas explain concepts and answers to others.
with pieces of definition in their own • Listen officially to
evidence words. others’ explanation.
• Asks for justification • Question other
• Formulating (evidence) & explanations.
questions clarification from the • Listen to and
• Reading and learners. try to comprehend
Explain discussing • Formally provides explanation the
definitions, explanation teachers offer.
• Activities: and new labels. • Refer to previous
compare, classify, • Uses previous learners activities.
error analysis experiences as basis for • Use recorded
explaining concept. observations in
explanations.
 Suggested Activities for 5 Es
5 Es Suggested What the Teacher What the
Activities Does Learners Do
• Expects the learners to • Use previous
use formal label, information to ask
questions, propose
definitions, and
• Problem Solving explanations provided
solutions, make
• Decision Making decisions and design
preciously. experiments.
• Experimental • Encourages the learners • Draw reasonable
Inquiry to apply or extend the conclusions from
Extend • Thinking Skill concept and skills in pieces of evidence.
Activities : new situations. • Record observation
and explanations.
compare, classify • Reminds the learners to • Checks for
, & apply existing data and understandings among
evidences . peers.
 Suggested Activities for 5 Es
5 Es Suggested What the Teacher What the
Activities Does Learners Do
• Ask open-ended
• Observes the learners as questions by using
they apply new concepts observations, evidence
and skills. and previously
• Looks for evidence that the accepted explanations.
• Developing a learners have changed • Demonstrate an
scoring tool or their thinking and understanding or
rubrics behaviors. knowledge of the
• Allows learners to assess
Evaluate • Writing a journal their own learning and
concept or skills.
entry • Evaluate their own
group process skills. progress and
• Creating a • Ask open-ended questions knowledge.
portfolio such as : What evidences
do you have? What do you • Ask related
know about? How would questions that would
you explain? encourage future
investigations.
5E STAGE TEACHERS SHOULD INSTEAD, TEACHERS SHOULD…
AVOID…

ENGAGE Starting the lesson by explaining Hook students’ interest in the

the topic. topic or arouse their curiosity
with a problem question.
EXPLORE Allowing students to do whatever Put direction in the inquiry and
they want. set parameters. Have hands-on
work .
EXPLAIN Doing all the talking. Ask students to present their
findings and reasons. Then give
feedback on their answers and
other need inputs.

ELABORATE Giving a test at once after Extend students’ learning to

new discussion. situations and to new
challenges.
EVALUATE Assessing only with a written Use also open-ended and
objective type test. application types of
assessments.
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 5E Learning Model vs 7E Learning Model

Sometimes a current model must be amended

to maintain its value after new information,
insights, and knowledge have been gathered.
Such is now the case with the highly successful
5E learning cycle and instructional model.

National Research Council. 2006. National science

education standards. Washington, D.C.: National
Academy Press.

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5E Learning Model
vs
7E Learning Model

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Which of the following can be considered
Inquiry-based Learning?

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Which of the following can be considered
Inquiry-based Learning?

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ACTIVITY:
1.Provide at least three (3) situations
employing inquiry based learning.
2.Write your answer/s on
the metacards.
3. Present your answer/s in class.
APPLICATION:

1. Kindly proceed to your

respective groups.
2. Each group shall identify
the competencies in the CG
by which the SHS teachers
can apply the inquiry-based
approach.
APPLICATION:

3. Prepare a learning plan for

your chosen competency
employing the principles of IBL.
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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 DEPAR TMENT OF EDUCATION