It was developed by Richard Schumann to teach students a process for investigating and explaining unusual phenomena. His mode takes students through miniature versions of the kinds of procedures that scholars use to organize knowledge and generate principles. Based on a conception of scientific method, it attempts to teach students some of the skills and language of scholarly inquiry.
The inquiry training model has following goals.
- To enhance the thinking ability of the student.
- To enable them to form conclusions based on facts.
- To enable them to have fluency in their thinking and speaking.
- More specialty to impart training of inquiry skills.
Syntax of the Inquiry Training Model
The inquiry training model has five phases. The first phase is the student’s confrontations with the puzzling situation. Phase two and three are the data-gathering operations, verification and experimentation. In these two phases, students ask a series of questions to which the teacher replies yes or no, and they conduct a series of experiments on the environment of the problem situation. In the fourth phase, students organize the information they obtained during the data gathering and try to explain the discrepancy. Finally, in phase five, students analyze the problem-solving strategies they used during the inquiry
|Phase-I : Confrontation with problem.||– Explain inquiry procedures. |
– Present discrepant event.
|Phase-II : Data gathering and verification.||– Verify the nature of objects and conditions. |
– Verify the occurrence of the problem situation
|Phase-III : Data gathering experimentation.||– Isolate relevant Variables, Hypothesis (and test) casual relationship|
|Phase-IV: Organization and formulating an explanation||– Formulate rules or explanation|
|Phase-V: Analyze inquiry strategy and develop more effectiveness|