{"id":344,"date":"2024-08-14T17:05:24","date_gmt":"2024-08-14T17:05:24","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/?post_type=chapter&#038;p=344"},"modified":"2024-08-14T17:05:24","modified_gmt":"2024-08-14T17:05:24","slug":"teaching-for-inquiry","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/chapter\/teaching-for-inquiry\/","title":{"rendered":"Teaching for Inquiry"},"content":{"raw":"<p style=\"text-align: right\">Workshop hosted August 16th, 2024<\/p>\r\n\r\n<h1>Workshop Agenda &amp; Outcomes<\/h1>\r\n<table class=\"grid aligncenter\" style=\"border-collapse: collapse;width: 100%;height: 177px\" border=\"0\">\r\n<tbody>\r\n<tr style=\"height: 18px\">\r\n<td style=\"width: 50%;height: 18px\"><strong>Workshop Agenda<\/strong><\/td>\r\n<td style=\"width: 50%;height: 18px\"><strong>Workshop Outcomes<\/strong><\/td>\r\n<\/tr>\r\n<tr style=\"height: 159px\">\r\n<td style=\"width: 50%;height: 159px\">\r\n<ul>\r\n \t<li>The Inquiry Orientation in the Core Curriculum<\/li>\r\n \t<li>Sparking Curiosity<\/li>\r\n \t<li>Frameworks for Promoting Inquiry<\/li>\r\n \t<li>Activating Inquiry<\/li>\r\n \t<li>Designing an Inquiry-Oriented Lesson Plan<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"width: 50%;height: 159px\">\r\n<ol>\r\n \t<li>Articulate what it means to take an inquiry orientation toward course design<\/li>\r\n \t<li>Draft a course framing that aims to spark student curiosity<\/li>\r\n \t<li>Identify discipline-appropriate methods for guiding student inquiry<\/li>\r\n \t<li>Construct a draft inquiry-oriented lesson plan<\/li>\r\n<\/ol>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<h1>\u00a0Designing for Curiosity<\/h1>\r\nIn designing a course to spark curiosity, ask yourself:\r\n<ol>\r\n \t<li>What should students <em>be able to do<\/em> upon successful completion of the course?\r\n<ul>\r\n \t<li>Should state your goal(s) at a high-level, and a course should have between 1-3 overarching goals<\/li>\r\n \t<li>Use the stem: \u201cStudents should be able to\u2026\u201d to ensure a focus on <em>performance<\/em><\/li>\r\n \t<li>Emphasize <em>authentic<\/em> performance: Students should be able to do something that experts in the field, professionals, or active participants in a free and democratic society should be able to do<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>What are the questions or problems that frame and motivate the course?\r\n<ul>\r\n \t<li>Should capture the course narrative at a high level, unifying and providing context to narrower questions\/problems\/topics<\/li>\r\n \t<li>Use the stem: \u201cIn this course, we will ask why\u2026\u201d to emphasize complex questions rather than purely factual ones<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>How might some of the topics of the course be (re-)framed as problems or questions to be investigated?<\/li>\r\n<\/ol>\r\n<ul>\r\n \t<li style=\"list-style-type: none\">\r\n<ul>\r\n \t<li>Here you may end up with a different question\/problem for each week or unit, providing a \u2018goal\u2019 for that period of the course \u2013 students should be better able to answer that question\/engage that problem by the end of the week\/unit<\/li>\r\n \t<li>Think of these as how you may provide your course schedule in the syllabus<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Examples of Designing for Curiosity<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Example 1: Introductory Political Philosophy<\/strong>\r\n\r\n\u201cThe Free &amp; Just Society\u201d\r\n<ol>\r\n \t<li>Overarching Goals\r\n<ul>\r\n \t<li>Construct a nuanced and sophisticated analysis of a contemporary political issue through the application of political philosophical frameworks<\/li>\r\n \t<li>Defend a vision of a free and just society with a clear view of its limitations and drawbacks<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Guiding Questions\r\n<ul>\r\n \t<li>What is a free and just society?<\/li>\r\n \t<li>Why does the government get to tell us what to do?<\/li>\r\n \t<li>How should diverse peoples live together?<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>From topics to questions\r\n<ul>\r\n \t<li>Social Contract Theory -&gt; Have we consented to be governed? Do we need to?<\/li>\r\n \t<li>Political Freedom -&gt; Can we ever be free when others tell us what to do?<\/li>\r\n \t<li>Distributive Justice -&gt; Should we eat the rich?<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n\r\n<hr \/>\r\n\r\n<strong>Example 2: Introductory Psychology<\/strong>\r\n<ol>\r\n \t<li>Overarching Goals\r\n<ul>\r\n \t<li>Critically evaluate popular psychology claims in the media using scientific principles and research methods<\/li>\r\n \t<li>Design and conduct a simple psychological experiment, analyzing the results and discussing their implications<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Guiding Questions\r\n<ul>\r\n \t<li>What makes you who you are?<\/li>\r\n \t<li>What does it mean to be \u2018normal\u2019?<\/li>\r\n \t<li>Is it nature or nurture?<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>From topics to questions\r\n<ul>\r\n \t<li>Classical &amp; Operant Conditioning -&gt; How do we change harmful behaviors and promote beneficial ones?<\/li>\r\n \t<li>Structure and function of neurons -&gt; How do changes in neural structure and function relate to psychological disorders, and what implications does this have for treatment?<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n\r\n<hr \/>\r\n\r\n<strong>Example 3: Introductory Physics<\/strong>\r\n<ol>\r\n \t<li>Overarching Goals\r\n<ul>\r\n \t<li>Apply physics principles to analyze and solve real-world problems, such as optimizing the energy efficiency of a building or improving the safety features of a vehicle<\/li>\r\n \t<li>Develop and use mathematical models to predict the behavior of physical systems under various conditions<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Guiding Questions\r\n<ul>\r\n \t<li>Can we have free, unlimited clean energy?<\/li>\r\n \t<li>Could we ever travel back in time?<\/li>\r\n \t<li>Should you try it at home? (The physics of action movies)<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>From topics to questions\r\n<ul>\r\n \t<li>Newton\u2019s Laws of Motion -&gt; How can we make football helmets better?<\/li>\r\n \t<li>Electromagnetic Waves -&gt; Does 5G give us cancer?<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<h1>\u00a0Frameworks for Inquiry<\/h1>\r\n<h2>Some Common Frameworks<\/h2>\r\n<strong>Inquiry-Based Science Education<\/strong>\r\n<ol>\r\n \t<li>Orientation to a topic<\/li>\r\n \t<li>Conceptualization through questioning and hypothesis generation<\/li>\r\n \t<li>Investigation through exploration, experimentation, and data interpretation<\/li>\r\n \t<li>Conclusion through solution, theory generation, modeling<\/li>\r\n \t<li>Discussion through communication and reflection<\/li>\r\n<\/ol>\r\n<strong>Moore Method in Mathematics (i.e., \u201cDiscovery Method\u201d)<\/strong>\r\n<ol>\r\n \t<li>Students engage with a prescribed list of problems, without any reference material<\/li>\r\n \t<li>Students present solutions to the class (i.e., on a whiteboard)<\/li>\r\n \t<li>Class comments toward revision and acceptance<\/li>\r\n<\/ol>\r\n<strong>Guided Inquiry Design<\/strong>\r\n<ol>\r\n \t<li>Open: Stimulate curiosity and prompt na\u00efve discussion<\/li>\r\n \t<li>Immerse: Build background knowledge and connect content<\/li>\r\n \t<li>Explore: Dig into particularly interesting ideas<\/li>\r\n \t<li>Identify: Ponder, identify inquiry question, and decide direction<\/li>\r\n \t<li>Gather: Gather important information for engaging the question<\/li>\r\n \t<li>Create: Reflect on learning, make meaning of the research, and aim to communicate<\/li>\r\n \t<li>Share: Learn from one another, share what you learned, tell a story<\/li>\r\n \t<li>Evaluate: Evaluate achievement of learning goals, reflect on content and process<\/li>\r\n<\/ol>\r\n<strong>5E Instructional Model<\/strong>\r\n<ol>\r\n \t<li>Engage: Use short activities to promote curiosity, connecting prior knowledge to new learning experiences<\/li>\r\n \t<li>Explore: Investigate the problem through engaging in some sort of activity\/process<\/li>\r\n \t<li>Explain: Present results, with a focus on communicating understanding of relevant concepts, theories, etc.<\/li>\r\n \t<li>Elaborate: Apply knowledge to new experiences and extend conceptual understanding<\/li>\r\n \t<li>Evaluate: Students evaluate their learning and demonstrate understanding and mastery of key ideas<\/li>\r\n<\/ol>\r\n\r\n<hr \/>\r\n\r\n<h2>Promoting &amp; Structuring Inquiry<\/h2>\r\n<strong>A General Inquiry Framework<\/strong>\r\n<ol>\r\n \t<li>Identify a topic of interest<\/li>\r\n \t<li>Formulate a research question<\/li>\r\n \t<li>Gather resources: Conduct background research, formulate investigative strategies and procedures, etc.<\/li>\r\n \t<li>Conduct an investigation: Analyze the research, conduct an experiment, etc.<\/li>\r\n \t<li>Draw Conclusions: Synthesize results, formulate models, communicate results<\/li>\r\n<\/ol>\r\n<strong>Structuring &amp; Scaffolding Inquiry<\/strong>\r\n<table class=\"grid aligncenter\">\r\n<tbody>\r\n<tr>\r\n<td><\/td>\r\n<td><strong>Traditional<\/strong><\/td>\r\n<td><strong>Structured<\/strong><\/td>\r\n<td><strong>Guided<\/strong><\/td>\r\n<td><strong>Student Directed<\/strong><\/td>\r\n<td><strong>Student Research<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong>Topic Identification<\/strong><\/td>\r\n<td>Teacher<\/td>\r\n<td>Teacher<\/td>\r\n<td>Teacher<\/td>\r\n<td>Teacher<\/td>\r\n<td>Teacher\r\n\r\nStudent<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong>Question Formulation<\/strong><\/td>\r\n<td>Teacher<\/td>\r\n<td>Teacher<\/td>\r\n<td>Teacher<\/td>\r\n<td>Teacher\r\n\r\nStudent<\/td>\r\n<td>Student<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong>Resource Gathering<\/strong><\/td>\r\n<td>Teacher<\/td>\r\n<td>Teacher<\/td>\r\n<td>Teacher<\/td>\r\n<td>Student<\/td>\r\n<td>Student<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong>Analysis and\/or Experimentation<\/strong><\/td>\r\n<td>Teacher<\/td>\r\n<td>Teacher\r\n\r\nStudent<\/td>\r\n<td>Student<\/td>\r\n<td>Student<\/td>\r\n<td>Student<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong>Synthesis\/Communication of Results<\/strong><\/td>\r\n<td>Teacher<\/td>\r\n<td>Student<\/td>\r\n<td>Student<\/td>\r\n<td>Student<\/td>\r\n<td>Student<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n&nbsp;\r\n\r\n<strong>How Might You Guide Inquiry?<\/strong>\r\n<ol>\r\n \t<li>What stages of inquiry will you guide or direct (rather than leave wholly closed or open to students)?<\/li>\r\n \t<li>How might you scaffold the inquiry process throughout the course?<\/li>\r\n \t<li>What sorts of learning experiences, activities, and\/or assignments might you use to guide and structure student inquiry?<\/li>\r\n<\/ol>\r\n\r\n<hr \/>\r\n\r\n<h1>Designing an Inquiry-Oriented Lesson Plan<\/h1>\r\nIn creating or revising a lesson plan for an inquiry orientation, answer the following sorts of questions:\r\n<ol>\r\n \t<li>What is the topic of inquiry?<\/li>\r\n \t<li>What problem or question will students be investigating?<\/li>\r\n \t<li>How will students be actively engaged in the resource gathering stage of inquiry (if at all)?\r\n<ul>\r\n \t<li>It is not uncommon for this step to be wholly completed by the instructor, for instance by providing students with readings, videos, and other resources<\/li>\r\n \t<li>If <em>information literacy<\/em> is a core competency for the course, you should emphasize activating students in this step over time<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>How will you structure and guide students in the analysis\/experimentation stage of inquiry?\r\n<ul>\r\n \t<li>How will students <em>make use of<\/em> the resources and information gathered?<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>How will you structure and guide students in the synthesis\/conclusion stage of inquiry?\r\n<ul>\r\n \t<li>How will students <em>make meaning of<\/em> their investigation?<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>How will students be expected to communicate their findings?\r\n<ul>\r\n \t<li>Aim for <em>authentic<\/em> forms of communication whenever possible<\/li>\r\n \t<li>Consider whether <em>written<\/em> or <em>oral<\/em> communication is a core competency of the course<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Examples of Inquiry-Oriented Lesson Plans<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Example 1: Philosophy of Happiness<\/strong>\r\n<ol>\r\n \t<li>Topic of Inquiry: Friendship in the digital age<\/li>\r\n \t<li>Problem or question: Are digital friendships making us lonely?<\/li>\r\n \t<li>Resource Gathering\r\n<ol>\r\n \t<li>Instructor provides philosophical readings on friendship<\/li>\r\n \t<li>Students are guided in researching contemporary psychological studies on online relationships and well-being<\/li>\r\n \t<li>Students collect data on their own social interactions for a week, both in-person and digital, following instructor-provided structure<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Analysis &amp; Experimentation\r\n<ol>\r\n \t<li>Students analyze their own personal data to identify patterns in interactions and associated emotions<\/li>\r\n \t<li>Instructor guides student groups in comparing personal experiences with philosophical and psychological literature<\/li>\r\n \t<li>Student groups analyze instructor-provided case studies of individuals with varying levels of social connection<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Synthesis &amp; Conclusions\r\n<ol>\r\n \t<li>Students (individually or in teams) formulate an answer to the question with a philosophical defense<\/li>\r\n \t<li>Students (in groups or as a whole class) formulate a set of guidelines for nurturing happiness-promoting relationships in the digital age<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Communication\r\n<ol>\r\n \t<li>Individual essay defending an answer to the question<\/li>\r\n \t<li>Collaborative presentation defending an answer to the question<\/li>\r\n \t<li>Teams or whole class publicly share their guidelines either on campus or through the internet<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ol>\r\n\r\n<hr \/>\r\n\r\n<strong>Example 2: Anatomy &amp; Physiology<\/strong>\r\n<ol>\r\n \t<li>Topic of Inquiry: Bone structure and its relationship to function<\/li>\r\n \t<li>Problem or question: How do differences in bone structure relate to their specific functions in the body?<\/li>\r\n \t<li>Resource Gathering\r\n<ol>\r\n \t<li>Instructor provides a set of bone specimens or high-quality 3D models<\/li>\r\n \t<li>Instructor provides a series of lessons and\/or resources discussing bone physiology and biomechanics<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Analysis &amp; Experimentation\r\n<ol>\r\n \t<li>Students examine and compare different bones, noting structural differences<\/li>\r\n \t<li>Instructor guides a session on microscopic bone structure<\/li>\r\n \t<li>Students conduct simple stress tests on model bones to observe mechanical properties<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Synthesis &amp; Conclusions\r\n<ol>\r\n \t<li>Create detailed anatomical drawings of assigned bones with annotations explaining how structure relates to function<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Communication\r\n<ol>\r\n \t<li>Small groups present their drawings and answer questions<\/li>\r\n \t<li>Individuals or small groups submit their drawings<\/li>\r\n \t<li>Class creates an online lesson plan that uses the anatomical drawings<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ol>\r\n\r\n<hr \/>\r\n\r\n<strong>Example 3: Sociology<\/strong>\r\n<ol>\r\n \t<li>Topic of Inquiry: Social media\u2019s impact on local community engagement<\/li>\r\n \t<li>Question: How does social media usage affect individuals\u2019 engagement with their local communities?<\/li>\r\n \t<li>Resource Gathering\r\n<ol>\r\n \t<li>Instructor provides readings on social capital and community engagement theories<\/li>\r\n \t<li>Students are guided in the collection of academic articles on social media\u2019s societal impacts<\/li>\r\n \t<li>Students design and conduct a survey on social media use and community involvement<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Analysis &amp; Experimentation\r\n<ol>\r\n \t<li>Instructor guides students in proper survey data analysis techniques<\/li>\r\n \t<li>Students analyze survey results, looking for correlations between social media use patterns and community engagement levels<\/li>\r\n \t<li>Small groups compare their findings with published research<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Synthesis &amp; Conclusions\r\n<ol>\r\n \t<li>Synthesize survey findings with existing research<\/li>\r\n \t<li>Use findings to produce recommendations for healthy social media behaviors to promote community building and social cohesion<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Communication\r\n<ol>\r\n \t<li>Academic article, written individually or in small groups<\/li>\r\n \t<li>Groups create presentations or videos, to be shared either in class or publicly<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<h1>Additional Resources<\/h1>\r\n<ul>\r\n \t<li><a href=\"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/chapter\/designing-for-inquiry\/\">CSU Core Curriculum Handbook: Designing for Inquiry<\/a><\/li>\r\n \t<li><a href=\"https:\/\/wp.comminfo.rutgers.edu\/ckuhlthau\/guided-inquiry-design\/\">Guided Inquiry Design by Carol Kuhlthau, et al<\/a><\/li>\r\n \t<li><a href=\"https:\/\/generationskeptics.org\/?gad_source=1&amp;gclid=Cj0KCQjwiOy1BhDCARIsADGvQnBPffFtv72hEHi2c1eQorJcixkEleiYvU7smseyw6VWVfhbGRckG_QaAnVDEALw_wcB#gad_source=1\">Generation Skeptics Inquiry-Oriented Lesson Plans<\/a><\/li>\r\n \t<li><a href=\"https:\/\/link.springer.com\/chapter\/10.1007\/978-981-16-2082-9_4\">\u201cInquiry-Based Learning in Higher Education\u201d by K\u00fclli Kori, in <em>Technology Supported Active Learning<\/em><\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.queensu.ca\/ctl\/resources\/instructional-strategies\/inquiry-based-learning\">Inquiry-Based Learning, Queen\u2019s University Centre for Teaching and Learning<\/a><\/li>\r\n \t<li><a href=\"http:\/\/www.ceebl.manchester.ac.uk\/resources\/guides\/kahn_2004.pdf\">Guide to Curriculum Design: Enquiry-Based Learning by Kahn &amp; O\u2019Rourke, University of Manchester<\/a><\/li>\r\n<\/ul>","rendered":"<p style=\"text-align: right\">Workshop hosted August 16th, 2024<\/p>\n<h1>Workshop Agenda &amp; Outcomes<\/h1>\n<table class=\"grid aligncenter\" style=\"border-collapse: collapse;width: 100%;height: 177px\">\n<tbody>\n<tr style=\"height: 18px\">\n<td style=\"width: 50%;height: 18px\"><strong>Workshop Agenda<\/strong><\/td>\n<td style=\"width: 50%;height: 18px\"><strong>Workshop Outcomes<\/strong><\/td>\n<\/tr>\n<tr style=\"height: 159px\">\n<td style=\"width: 50%;height: 159px\">\n<ul>\n<li>The Inquiry Orientation in the Core Curriculum<\/li>\n<li>Sparking Curiosity<\/li>\n<li>Frameworks for Promoting Inquiry<\/li>\n<li>Activating Inquiry<\/li>\n<li>Designing an Inquiry-Oriented Lesson Plan<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 50%;height: 159px\">\n<ol>\n<li>Articulate what it means to take an inquiry orientation toward course design<\/li>\n<li>Draft a course framing that aims to spark student curiosity<\/li>\n<li>Identify discipline-appropriate methods for guiding student inquiry<\/li>\n<li>Construct a draft inquiry-oriented lesson plan<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h1>\u00a0Designing for Curiosity<\/h1>\n<p>In designing a course to spark curiosity, ask yourself:<\/p>\n<ol>\n<li>What should students <em>be able to do<\/em> upon successful completion of the course?\n<ul>\n<li>Should state your goal(s) at a high-level, and a course should have between 1-3 overarching goals<\/li>\n<li>Use the stem: \u201cStudents should be able to\u2026\u201d to ensure a focus on <em>performance<\/em><\/li>\n<li>Emphasize <em>authentic<\/em> performance: Students should be able to do something that experts in the field, professionals, or active participants in a free and democratic society should be able to do<\/li>\n<\/ul>\n<\/li>\n<li>What are the questions or problems that frame and motivate the course?\n<ul>\n<li>Should capture the course narrative at a high level, unifying and providing context to narrower questions\/problems\/topics<\/li>\n<li>Use the stem: \u201cIn this course, we will ask why\u2026\u201d to emphasize complex questions rather than purely factual ones<\/li>\n<\/ul>\n<\/li>\n<li>How might some of the topics of the course be (re-)framed as problems or questions to be investigated?<\/li>\n<\/ol>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>Here you may end up with a different question\/problem for each week or unit, providing a \u2018goal\u2019 for that period of the course \u2013 students should be better able to answer that question\/engage that problem by the end of the week\/unit<\/li>\n<li>Think of these as how you may provide your course schedule in the syllabus<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Examples of Designing for Curiosity<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><strong>Example 1: Introductory Political Philosophy<\/strong><\/p>\n<p>\u201cThe Free &amp; Just Society\u201d<\/p>\n<ol>\n<li>Overarching Goals\n<ul>\n<li>Construct a nuanced and sophisticated analysis of a contemporary political issue through the application of political philosophical frameworks<\/li>\n<li>Defend a vision of a free and just society with a clear view of its limitations and drawbacks<\/li>\n<\/ul>\n<\/li>\n<li>Guiding Questions\n<ul>\n<li>What is a free and just society?<\/li>\n<li>Why does the government get to tell us what to do?<\/li>\n<li>How should diverse peoples live together?<\/li>\n<\/ul>\n<\/li>\n<li>From topics to questions\n<ul>\n<li>Social Contract Theory -&gt; Have we consented to be governed? Do we need to?<\/li>\n<li>Political Freedom -&gt; Can we ever be free when others tell us what to do?<\/li>\n<li>Distributive Justice -&gt; Should we eat the rich?<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<hr \/>\n<p><strong>Example 2: Introductory Psychology<\/strong><\/p>\n<ol>\n<li>Overarching Goals\n<ul>\n<li>Critically evaluate popular psychology claims in the media using scientific principles and research methods<\/li>\n<li>Design and conduct a simple psychological experiment, analyzing the results and discussing their implications<\/li>\n<\/ul>\n<\/li>\n<li>Guiding Questions\n<ul>\n<li>What makes you who you are?<\/li>\n<li>What does it mean to be \u2018normal\u2019?<\/li>\n<li>Is it nature or nurture?<\/li>\n<\/ul>\n<\/li>\n<li>From topics to questions\n<ul>\n<li>Classical &amp; Operant Conditioning -&gt; How do we change harmful behaviors and promote beneficial ones?<\/li>\n<li>Structure and function of neurons -&gt; How do changes in neural structure and function relate to psychological disorders, and what implications does this have for treatment?<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<hr \/>\n<p><strong>Example 3: Introductory Physics<\/strong><\/p>\n<ol>\n<li>Overarching Goals\n<ul>\n<li>Apply physics principles to analyze and solve real-world problems, such as optimizing the energy efficiency of a building or improving the safety features of a vehicle<\/li>\n<li>Develop and use mathematical models to predict the behavior of physical systems under various conditions<\/li>\n<\/ul>\n<\/li>\n<li>Guiding Questions\n<ul>\n<li>Can we have free, unlimited clean energy?<\/li>\n<li>Could we ever travel back in time?<\/li>\n<li>Should you try it at home? (The physics of action movies)<\/li>\n<\/ul>\n<\/li>\n<li>From topics to questions\n<ul>\n<li>Newton\u2019s Laws of Motion -&gt; How can we make football helmets better?<\/li>\n<li>Electromagnetic Waves -&gt; Does 5G give us cancer?<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<h1>\u00a0Frameworks for Inquiry<\/h1>\n<h2>Some Common Frameworks<\/h2>\n<p><strong>Inquiry-Based Science Education<\/strong><\/p>\n<ol>\n<li>Orientation to a topic<\/li>\n<li>Conceptualization through questioning and hypothesis generation<\/li>\n<li>Investigation through exploration, experimentation, and data interpretation<\/li>\n<li>Conclusion through solution, theory generation, modeling<\/li>\n<li>Discussion through communication and reflection<\/li>\n<\/ol>\n<p><strong>Moore Method in Mathematics (i.e., \u201cDiscovery Method\u201d)<\/strong><\/p>\n<ol>\n<li>Students engage with a prescribed list of problems, without any reference material<\/li>\n<li>Students present solutions to the class (i.e., on a whiteboard)<\/li>\n<li>Class comments toward revision and acceptance<\/li>\n<\/ol>\n<p><strong>Guided Inquiry Design<\/strong><\/p>\n<ol>\n<li>Open: Stimulate curiosity and prompt na\u00efve discussion<\/li>\n<li>Immerse: Build background knowledge and connect content<\/li>\n<li>Explore: Dig into particularly interesting ideas<\/li>\n<li>Identify: Ponder, identify inquiry question, and decide direction<\/li>\n<li>Gather: Gather important information for engaging the question<\/li>\n<li>Create: Reflect on learning, make meaning of the research, and aim to communicate<\/li>\n<li>Share: Learn from one another, share what you learned, tell a story<\/li>\n<li>Evaluate: Evaluate achievement of learning goals, reflect on content and process<\/li>\n<\/ol>\n<p><strong>5E Instructional Model<\/strong><\/p>\n<ol>\n<li>Engage: Use short activities to promote curiosity, connecting prior knowledge to new learning experiences<\/li>\n<li>Explore: Investigate the problem through engaging in some sort of activity\/process<\/li>\n<li>Explain: Present results, with a focus on communicating understanding of relevant concepts, theories, etc.<\/li>\n<li>Elaborate: Apply knowledge to new experiences and extend conceptual understanding<\/li>\n<li>Evaluate: Students evaluate their learning and demonstrate understanding and mastery of key ideas<\/li>\n<\/ol>\n<hr \/>\n<h2>Promoting &amp; Structuring Inquiry<\/h2>\n<p><strong>A General Inquiry Framework<\/strong><\/p>\n<ol>\n<li>Identify a topic of interest<\/li>\n<li>Formulate a research question<\/li>\n<li>Gather resources: Conduct background research, formulate investigative strategies and procedures, etc.<\/li>\n<li>Conduct an investigation: Analyze the research, conduct an experiment, etc.<\/li>\n<li>Draw Conclusions: Synthesize results, formulate models, communicate results<\/li>\n<\/ol>\n<p><strong>Structuring &amp; Scaffolding Inquiry<\/strong><\/p>\n<table class=\"grid aligncenter\">\n<tbody>\n<tr>\n<td><\/td>\n<td><strong>Traditional<\/strong><\/td>\n<td><strong>Structured<\/strong><\/td>\n<td><strong>Guided<\/strong><\/td>\n<td><strong>Student Directed<\/strong><\/td>\n<td><strong>Student Research<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Topic Identification<\/strong><\/td>\n<td>Teacher<\/td>\n<td>Teacher<\/td>\n<td>Teacher<\/td>\n<td>Teacher<\/td>\n<td>Teacher<\/p>\n<p>Student<\/td>\n<\/tr>\n<tr>\n<td><strong>Question Formulation<\/strong><\/td>\n<td>Teacher<\/td>\n<td>Teacher<\/td>\n<td>Teacher<\/td>\n<td>Teacher<\/p>\n<p>Student<\/td>\n<td>Student<\/td>\n<\/tr>\n<tr>\n<td><strong>Resource Gathering<\/strong><\/td>\n<td>Teacher<\/td>\n<td>Teacher<\/td>\n<td>Teacher<\/td>\n<td>Student<\/td>\n<td>Student<\/td>\n<\/tr>\n<tr>\n<td><strong>Analysis and\/or Experimentation<\/strong><\/td>\n<td>Teacher<\/td>\n<td>Teacher<\/p>\n<p>Student<\/td>\n<td>Student<\/td>\n<td>Student<\/td>\n<td>Student<\/td>\n<\/tr>\n<tr>\n<td><strong>Synthesis\/Communication of Results<\/strong><\/td>\n<td>Teacher<\/td>\n<td>Student<\/td>\n<td>Student<\/td>\n<td>Student<\/td>\n<td>Student<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><strong>How Might You Guide Inquiry?<\/strong><\/p>\n<ol>\n<li>What stages of inquiry will you guide or direct (rather than leave wholly closed or open to students)?<\/li>\n<li>How might you scaffold the inquiry process throughout the course?<\/li>\n<li>What sorts of learning experiences, activities, and\/or assignments might you use to guide and structure student inquiry?<\/li>\n<\/ol>\n<hr \/>\n<h1>Designing an Inquiry-Oriented Lesson Plan<\/h1>\n<p>In creating or revising a lesson plan for an inquiry orientation, answer the following sorts of questions:<\/p>\n<ol>\n<li>What is the topic of inquiry?<\/li>\n<li>What problem or question will students be investigating?<\/li>\n<li>How will students be actively engaged in the resource gathering stage of inquiry (if at all)?\n<ul>\n<li>It is not uncommon for this step to be wholly completed by the instructor, for instance by providing students with readings, videos, and other resources<\/li>\n<li>If <em>information literacy<\/em> is a core competency for the course, you should emphasize activating students in this step over time<\/li>\n<\/ul>\n<\/li>\n<li>How will you structure and guide students in the analysis\/experimentation stage of inquiry?\n<ul>\n<li>How will students <em>make use of<\/em> the resources and information gathered?<\/li>\n<\/ul>\n<\/li>\n<li>How will you structure and guide students in the synthesis\/conclusion stage of inquiry?\n<ul>\n<li>How will students <em>make meaning of<\/em> their investigation?<\/li>\n<\/ul>\n<\/li>\n<li>How will students be expected to communicate their findings?\n<ul>\n<li>Aim for <em>authentic<\/em> forms of communication whenever possible<\/li>\n<li>Consider whether <em>written<\/em> or <em>oral<\/em> communication is a core competency of the course<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Examples of Inquiry-Oriented Lesson Plans<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><strong>Example 1: Philosophy of Happiness<\/strong><\/p>\n<ol>\n<li>Topic of Inquiry: Friendship in the digital age<\/li>\n<li>Problem or question: Are digital friendships making us lonely?<\/li>\n<li>Resource Gathering\n<ol>\n<li>Instructor provides philosophical readings on friendship<\/li>\n<li>Students are guided in researching contemporary psychological studies on online relationships and well-being<\/li>\n<li>Students collect data on their own social interactions for a week, both in-person and digital, following instructor-provided structure<\/li>\n<\/ol>\n<\/li>\n<li>Analysis &amp; Experimentation\n<ol>\n<li>Students analyze their own personal data to identify patterns in interactions and associated emotions<\/li>\n<li>Instructor guides student groups in comparing personal experiences with philosophical and psychological literature<\/li>\n<li>Student groups analyze instructor-provided case studies of individuals with varying levels of social connection<\/li>\n<\/ol>\n<\/li>\n<li>Synthesis &amp; Conclusions\n<ol>\n<li>Students (individually or in teams) formulate an answer to the question with a philosophical defense<\/li>\n<li>Students (in groups or as a whole class) formulate a set of guidelines for nurturing happiness-promoting relationships in the digital age<\/li>\n<\/ol>\n<\/li>\n<li>Communication\n<ol>\n<li>Individual essay defending an answer to the question<\/li>\n<li>Collaborative presentation defending an answer to the question<\/li>\n<li>Teams or whole class publicly share their guidelines either on campus or through the internet<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<hr \/>\n<p><strong>Example 2: Anatomy &amp; Physiology<\/strong><\/p>\n<ol>\n<li>Topic of Inquiry: Bone structure and its relationship to function<\/li>\n<li>Problem or question: How do differences in bone structure relate to their specific functions in the body?<\/li>\n<li>Resource Gathering\n<ol>\n<li>Instructor provides a set of bone specimens or high-quality 3D models<\/li>\n<li>Instructor provides a series of lessons and\/or resources discussing bone physiology and biomechanics<\/li>\n<\/ol>\n<\/li>\n<li>Analysis &amp; Experimentation\n<ol>\n<li>Students examine and compare different bones, noting structural differences<\/li>\n<li>Instructor guides a session on microscopic bone structure<\/li>\n<li>Students conduct simple stress tests on model bones to observe mechanical properties<\/li>\n<\/ol>\n<\/li>\n<li>Synthesis &amp; Conclusions\n<ol>\n<li>Create detailed anatomical drawings of assigned bones with annotations explaining how structure relates to function<\/li>\n<\/ol>\n<\/li>\n<li>Communication\n<ol>\n<li>Small groups present their drawings and answer questions<\/li>\n<li>Individuals or small groups submit their drawings<\/li>\n<li>Class creates an online lesson plan that uses the anatomical drawings<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<hr \/>\n<p><strong>Example 3: Sociology<\/strong><\/p>\n<ol>\n<li>Topic of Inquiry: Social media\u2019s impact on local community engagement<\/li>\n<li>Question: How does social media usage affect individuals\u2019 engagement with their local communities?<\/li>\n<li>Resource Gathering\n<ol>\n<li>Instructor provides readings on social capital and community engagement theories<\/li>\n<li>Students are guided in the collection of academic articles on social media\u2019s societal impacts<\/li>\n<li>Students design and conduct a survey on social media use and community involvement<\/li>\n<\/ol>\n<\/li>\n<li>Analysis &amp; Experimentation\n<ol>\n<li>Instructor guides students in proper survey data analysis techniques<\/li>\n<li>Students analyze survey results, looking for correlations between social media use patterns and community engagement levels<\/li>\n<li>Small groups compare their findings with published research<\/li>\n<\/ol>\n<\/li>\n<li>Synthesis &amp; Conclusions\n<ol>\n<li>Synthesize survey findings with existing research<\/li>\n<li>Use findings to produce recommendations for healthy social media behaviors to promote community building and social cohesion<\/li>\n<\/ol>\n<\/li>\n<li>Communication\n<ol>\n<li>Academic article, written individually or in small groups<\/li>\n<li>Groups create presentations or videos, to be shared either in class or publicly<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<h1>Additional Resources<\/h1>\n<ul>\n<li><a href=\"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/chapter\/designing-for-inquiry\/\">CSU Core Curriculum Handbook: Designing for Inquiry<\/a><\/li>\n<li><a href=\"https:\/\/wp.comminfo.rutgers.edu\/ckuhlthau\/guided-inquiry-design\/\">Guided Inquiry Design by Carol Kuhlthau, et al<\/a><\/li>\n<li><a href=\"https:\/\/generationskeptics.org\/?gad_source=1&amp;gclid=Cj0KCQjwiOy1BhDCARIsADGvQnBPffFtv72hEHi2c1eQorJcixkEleiYvU7smseyw6VWVfhbGRckG_QaAnVDEALw_wcB#gad_source=1\">Generation Skeptics Inquiry-Oriented Lesson Plans<\/a><\/li>\n<li><a href=\"https:\/\/link.springer.com\/chapter\/10.1007\/978-981-16-2082-9_4\">\u201cInquiry-Based Learning in Higher Education\u201d by K\u00fclli Kori, in <em>Technology Supported Active Learning<\/em><\/a><\/li>\n<li><a href=\"https:\/\/www.queensu.ca\/ctl\/resources\/instructional-strategies\/inquiry-based-learning\">Inquiry-Based Learning, Queen\u2019s University Centre for Teaching and Learning<\/a><\/li>\n<li><a href=\"http:\/\/www.ceebl.manchester.ac.uk\/resources\/guides\/kahn_2004.pdf\">Guide to Curriculum Design: Enquiry-Based Learning by Kahn &amp; O\u2019Rourke, University of Manchester<\/a><\/li>\n<\/ul>\n","protected":false},"author":235,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-344","chapter","type-chapter","status-publish","hentry"],"part":342,"_links":{"self":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/pressbooks\/v2\/chapters\/344","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/wp\/v2\/users\/235"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/pressbooks\/v2\/chapters\/344\/revisions"}],"predecessor-version":[{"id":345,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/pressbooks\/v2\/chapters\/344\/revisions\/345"}],"part":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/pressbooks\/v2\/parts\/342"}],"metadata":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/pressbooks\/v2\/chapters\/344\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/wp\/v2\/media?parent=344"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/pressbooks\/v2\/chapter-type?post=344"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/wp\/v2\/contributor?post=344"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/wp\/v2\/license?post=344"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}