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Herron'S Model: Solution KN

the examples of inquiry model in science education.

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Mardz Arayusof
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794 views

Herron'S Model: Solution KN

the examples of inquiry model in science education.

Uploaded by

Mardz Arayusof
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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HERRONS MODEL

Herron developed a model which classified inquiries on a scale of 0


(Confirmation/Verification) to 3 (Open Inquiry) depending on how much
teacher structure is supplied and whether there is an already existing
solution to the problem or question. I like this model because it ties in with
my beliefs about the need for scaffolded/guided inquiry when students (of
any age) are new to inquiry.
The following table is adapted from one
on: http://edweb.sdsu.edu/wip/four_levels.htm

Level of Inquiry

Teacher
Teacher
Solution kn
supplied prob prescribed proce own in
lem?
dure?
advance?

0
Confirmation/Verif
ication
1 Structured
2 Guided
3 Open

Herron, M.D. (1971). The nature of scientific enquiry. School Review,


79(2), 171- 212.

Modified Herron's Model


I have made some modification to Herron's model (see table below).
Firstly I have renumbered the levels as I feel that naming it 0 implies it is
not inquiry. It is certainly very low-level inquiry but I believe it is still has a
place at times. Secondly, I have restructured the table to make the desired
outcome clearer i.e. ticks for student designed/owned elements rather
than for teacher designed/owned elements.
I have changed the second level (Herron's level 1) to allow for either a
student-generated question to which there is a pre-existing solution (not
known to the students) or for an unknown solution to a teacher-generated
question. This is because student-generated questions can often have
pre-existing solutions. If we include among our definitions of inquiry:
"Inquiry" is defined as "a seeking for truth, information, or knowledge seeking information by questioning."
(www.thirteen.org/edonline/concept2class/inquiry/), "Inquiry is a

systematic investigation or study into a worthy question, issue, problem or


idea." (www.galileo.org/inquiry-what.html) and especially: Through the
process of inquiry, individuals construct much of their understanding of the
natural and human-designed worlds.
(www.thirteen.org/edonline/concept2class/inquiry/), then we must allow for
that fact that some student-generated inquiries will have a pre-existing
solution.
I have also changed the third level (Herron's level 2) to include either a
student-generated problem or student- designed/selected procedure. This
is because I feel that students are often able to generate their own
problems before they are ready to independently design and/or
select all the procedures they will use and that students. I believe having
an either/or situation more actually reflects what can happen in
classrooms. I have renamed the final level Independent Inquiry as I feel
this more accurately describes the level.

Level of
Inquiry
1.
Confirmation
2. Structured
Inquiry
3. Guided
Inquiry
4.
Independent
Inquiry

Problem is
Solution is not
Procedure studentstudentalready
designed/selected?
generated?
existing/known?
-

Either

Or

Either

Or

Table modified from http://edweb.sdsu.edu/wip/four_levels.htm


1. Confirmation - students answer a teacher-presented
question through a prescribed procedure when the results
are known in advance to the teacher but not necessarily the
students.
2. Structured Inquiry - students investigate through
a prescribed procedure and EITHER there is a teacherpresented question (usually open-ended) but the answer is

not known in advance and could vary from student to


student OR there is a student-generated
question where the results are known in advance to the
teacher but not to the students.
3. Guided Inquiry - The solution is not already
existing/known in advance and could vary from student to
student. Students EITHER investigate a teacher-presented
question (usually open-ended) using student
designed/selected procedures OR investigate questions
that are student formulated (usually open-ended) through a
prescribed procedure (some parts of the procedure may be
student designed/selected).
4. Independent Inquiry - students investigate questions that
are student formulated (usually open-ended)
through student designed/selected procedures. The
solution is not known in advance and could vary from
student to student. Ownership of all aspects of the inquiry
belongs to the student.
Adapted from: Herron, M.D. (1971). The nature of scientific
enquiry. School Review, 79(2), 171- 212.
2007 Jan-Marie Kellow
This work is licensed under a Creative Commons AttributionNonCommercial-ShareAlike 2.5 License.

http://www.inquiringmind.co.nz/Herron_Model.htm

WHAT IS INQUIRY
Inquiry-based learning is a constructivist approach, in which students
have ownership of their learning. It starts
with exploration andquestioning and leads to investigation into
a worthy question, issue, problem or idea.
It involves asking questions, gathering and analysing information,
generating solutions, making decisions, justifying conclusions and
taking action.
Based on definitions from Sharon Friesen and www.galileo.org/inquirywhat.html

Through the process of inquiry, individuals construct much of


their understanding of the natural and human-designed worlds.
www.thirteen.org/edonline/concept2class/inquiry/

Why Inquiry?
Inquiry-based learning approaches when correctly implemented can help
develop higher-order, information literacy and critical thinking skills. They can
also develop problem-solving abilities and develop skills for lifelong learning.
My experience has shown this approach to engage and motivate students.
Students in my classes worked co-operatively and collaboratively to solve
problems and I found the depth of understanding to be greater than with other
teaching approaches.

Teacher's Role
The teacher's role in inquiry-based learning is one of 'Guide on the side' rather
than 'Sage on the stage". The teacher scaffolds learning for students,
gradually removing the scaffolding as students develop their skills. With
young children or students new to inquiry it is usually necessary to use a form
of guided inquiry.

Questions
At the heart of inquiry is a good question. It is often open-ended (has no right
or wrong answer) and is higher-order, rich, worthy and/orfertile. Check out
the Question page for more on this aspect.

Why Inquiry?
In this video clip which can be found on the excellent edtalks site I talk about
what inquiry-based learning means to me.

Inquiry Models
There are a number of inquiry-based models such as Eisenberg and
Berkowitz's (2004) Big6' and Super3 ( a modified Big6 for
juniors), Jamie McKenzie's (2000) Research Cycle' , Trevor Bond's
(2001) SAUCE' and Gwen Gawith's Action Learning (1988), and 3 Doors to
Infoliteracy (2000). Many of these were initially developed as information
literacy models but fit well with inquiry-based learning.
Problem and project-based learning, Mantle of the Expert, curriculum
integration (Beane, 1997) and communities of thinking (Harpaz & Lefstein,
2000) are other variations of inquiry-based learning.
Many schools have developed their own models which are often based on one
or more of the existing models but have been adapted to suit the needs of the
school and community. As part of my e-fellows' research I asked 23 New
Zealand teachers which inquiry models they had heard of and which ones they
were using. The results are shown in Table 1.

Table 1. Models 23 teachers had heard of and/or used

Model

Heard of Used

Big 6

61%

26%

Research Cycle

48%

13%

Action Learning

91%

43%

SAUCE

65%

30%

Problem-based learning

22%

17%

Own school model

87%

87%

Other (various)

26%

22%

It is important for teachers and students within a school to have a shared


understanding of inquiry and developing a school model can be an important
part of that process. Inquiry-based learning is, however, a disposition and not
a process.
The various inquiry models may have different names for their stages and
differing structure but they all in essence follow the learning process. This is
the process we all go through when learning new things whether it be a
practical, scientific or information-based task.
A Task, problem or question
What do we already know, what do we need to find out? What is the best way
to find out?
Find out: research, experiment, watch, ask etc.
Apply what you have learnt to the task, problem or question.

Examples of Inquiry
For more information on inquiry check out these sites:
Guided Inquiry: Carol Kuhlthau and Ross Todd outline six
characteristics of guided inquiry.
Galileo Foundation - Sharon Friesen and Pat Clifford. Choose the ICT &
Inquiry or Integrating Technology Links from the top menu bar.
Thoughts, ideas and examples of inquiry from Yoram Harpaz - especially
the Communities of Thinking article.

Mark Treadwells Teachers at Work site newsletters, especially the


October 2004 article on e-portfolios and the Inquiry Learning Process
and the three Education in the 21st Century - The Dinner Party
articles.
Using the Internet to Promote Inquiry is an excellent article on the
Biopoint site which outlines ways to support students in the inquiry
process.
The Concept to Classroom site has definitions and thoughts on inquiry
and an interview with Art Costa on inquiry.
Edutopia - the Project based learning and Technology Integration
pages.
The Inquiry Page for info and examples of inquiry.
Trevor Bond's Site - explains his SAUCE model and has links to other
inquiry-based models.

Recommended Reading
Beane, J. (1997). Curriculum Integration. New York: Teachers College Press.
Harpaz, Y. & Lefstein, A. (2000). Communities of thinking. Educational Leadership,
58(3), 54 - 57. Retrieved May 6, 2006
fromwww.learningtolearn.sa.edu.au/Colleagues/files/links/Communities_of_Thinking
_i_1.doc

Jan-Marie Kellow 2014


This work is licensed under a Creative Commons Attribution-NonCommercialShareAlike 2.5 License.
Photos must only be used for educational purposes and must be attributed. Photos
of children may only be used with my permission.

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