This document discusses considerations for planning student inquiry projects. It outlines objectives to discuss the range of inquiry, try classroom activities that lead to student-designed investigations, and review planning considerations. Inquiry is best described on a continuum from more teacher-centered to more student-centered approaches. Examples of simulations and demonstrations are provided to illustrate developing investigations from teacher-led activities. Key factors for planning investigations are identified as students' prior understanding, the type of activity, materials, variables, data collection, collaboration, and communicating results. Additional resources are provided.

1. Building a Better Investigation:
Considerations for Planning Student Inquiry Projects
MSTA 56th Annual Conference
Detroit, Michigan
Stephen Best and Nancy Williams
University of Michigan School of Education

2. Objectives

3. Objectives
• Discuss the range of what we consider “inquiry”
and look at how student investigations fit

4. Objectives
• Discuss the range of what we consider “inquiry”
and look at how student investigations fit
• Try a couple classroom activities that would lead to
student-designed investigations

5. Objectives
• Discuss the range of what we consider “inquiry”
and look at how student investigations fit
• Try a couple classroom activities that would lead to
student-designed investigations
• Review other considerations for the investigation
process which teachers should consider in their
planning

6. What does “inquiry” look like
in the classroom?

7. Defining and Describing Inquiry
• Definitions don’t work - there are too
many different ones for “inquiry”
• Best described using a continuum of
practices:
More teacher centered More student centered
Hands-on Experimenting Student-focused
Questioning Collaborative

8. An Example: Simulation
• A technology-based simulation
called “Cooties”
• Follow the instructions you are
given
• DON’T tap on “Go” until I tell
you to do so.
• Simulate using cups & liquid if
the technology is not an option

9. What questions would you like
to investigate?
• If you could have a “do-over”, what
would you do?
• What actions are you taking for the
investigation?
• What do these actions mean in general
with respect to the idea of scientific
investigation?

10. Another example:
Demonstration to investigation
What will affect the
velocity or impact of
the cart?

11. What can student’s investigate?
• Different questions on the same topic
• Different variables that can affect the
outcome
• Different designs or solutions to a
problem
• Different approaches to investigate the
same phenomena or variable
• Replication of results for a previous
investigation

12. Considerations for
Investigations
• Students’ prior understanding
• Type of activity/investigation
• Materials/Facilities/Safety
• Variables
• Data that can be collected
• Group and class collaboration
• Communication of results

13. For More Information
• Handouts and slides available at:
http://mmstlc.net
• Slide shows, commentary, podcast,
and other resources at:
http://catalyst.mmstlc.net
• Contact information at the MMSTLC
Site listed above