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About GIsML Instruction |
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The GIsML Project > Heuristic > Cycles of Investigation
Cycles of Investigation
A critical feature of scientific inquiry is investigation, and inquiry in the GIsML orientation is assumed to occur through multiple cycles of investigation in multiple contexts because coming to understand from a scientific perspective does not happen simply or quickly (i.e., through a single investigation), and deep understanding does not develop through study in a single context. The GIsML heuristic does not show multiple contexts, but it is meant to imply multiple cycles due to the fact that it shows a cycle, and cycles by definition repeat. The outcome of any cycle of investigation will not result in development of all the knowledge and reasoning goals for a particular topic area. Thus, inquiry addressing any conceptual terrain requires multiple cycles of investigation. Cycles typically include exploration of different contexts, sometimes involving the same variables in new contexts and sometimes involving new variables. They also typically include repeated exploration of the same contexts in order to better understand the same concepts or to learn about new ones that are part of that context. The recursive nature of inquiry instruction is required to provide students sufficient experiences determining patterns in the world in order to provide sufficient knowledge and experience developing scientific reasoning so that they can construct meaningful explanations and test them.
Classroom inquiry is guided by the pursuit of a general question, which we call a guiding question, that is too broad for focused investigation. In order to meaningfully address the guiding question, it must be reconstructed into other questions - which we call focus questions - that are more specific scope, but which can guide specific investigation in pursuit of a response to the guiding question. A number of focus questions are typically employed during multiple cycles of investigation to meaningfully address a guiding question. In addition, the guiding question acts as a thread that allows connection of the findings from investigations stemming from the focus questions, and enables the construction of a general response to the guiding question. Focus questions may be fully defined by the teacher, defined jointly by the teacher and students, or defined primarily by the students if they can independently direct their own inquiry (typically a function of age, but also related to nature of the topic and prior knowledge students bring to the topic).
Example of Cycles of Inquiry within a Program of Study on Light
[diagram]
Students' thinking changes over the course of multiple cycles of inquiry. The following diagrams depict the claims about how light interacts with materials that students raised during cycles 1-4 of the inquiry. The students were grappling with whether materials reflect (R), absorb (A), or transmit (T) light.
Cycle 1
During Cycle 1, students focused on the differences between objects, assuming
that light interacted with each object in but one way. During reporting,
they made statements like; "light can go through glass if it's clear
enough," "Light reflects off mirrors and shiny materials, too,"
and "We had a solid thing here. It just stopped at the object. It
didn't reflect." Students wrestled with whether claims that stated
light could "be blocked" and "stay in" meant the same
thing or something different. One group presented evidence that light
could interact in two ways with an object; however, they were uncertain
about the possibility of making that claim because they thought they had
to determine one type of interaction for each object.
[diagram]
Cycle 2
With the introduction of the idea that light can interact with matter
in more that one way, the students embarked upon a second cycle of investigation
with the same materials. All groups determined that multiple behaviors
could occur with some objects, but there was uncertainty about whether
it occurred with some types of materials and not others, and there was
puzzlement about how it could happen.
[diagram]
Cycle 3
During the third cycle of investigation students encountered more evidence
that light could interact with matter in multiple ways through their investigation
of the work of a scientist studying the same problem (see information
on second-hand investigations). In their inquiry with the text describing
the scientist's findings about light, they turned their attention to examining
the relationships among the different ways in which light interacts with
matter. This was enabled by the inclusion of the scientist's quantitative
data about the amount of reflection and transmission of light from an
object, as measured by a light meter.
[diagram]
Cycle 4
By the fourth cycle of investigation, students were quite comfortable
with the idea that light interacts with matter in multiple ways, and they
discussed the language of their claims regarding what they can say about
the interaction of light with all objects.
[diagram]
Weaving together explanations across multiple cycles of inquiry
The evaluation of knowledge claims produced in each cycle means that
some knowledge claims will not survive community scrutiny, some will be
deemed worthy of community support, and some will be set aside for further
investigation. The figure below is an attempt to illustrate this process
during inquiry about sinking and floating. The knowledge claims resulting
from each cycle can be thought of as threads that when woven together
create the fabric of scientific knowledge and reasoning relative to the
topic of study. Some threads will dangle, never fully attended to, some
will be abandoned; while others will be central to understanding the topic
of study and may need to be blended together to create a strong weave.
Determining the fate of each thread are classroom community judgments
about which have the most evidence, account for the greatest range of
data, and are simple and concise; that is, the values adhered to by scientists
in their determining what constitutes scientific knowledge.
[diagram]
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