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Inquiry-Based Teaching and GIS
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I.
Inquiry-Based Teaching
Inquiry based teaching has aspects associated with questions and inquiry.
Inquiry is defined as maximizing the learning effectiveness of attention,
memory and focus, when complimented with a comprehensive approach to
questioning. (Stickel, 2001) Obviously,
the use of questions
is a main theme in inquiry-based teaching. (Stickel, 2001)
In that regard, the questions asked can be varied in their process context.
Questions can be asked at different context levels.
Lower level questions can be asked in the context of what, where,
when, and who. These questions can
be answered open-ended with simple “yes” or “no” responses. Upper level questioning
on the other hand demand insight, reasoning and synthesis. These
answers require in depth understanding.
Such questions can regard how and why a process happens.
Examples:
What are some of the things that happen when...?
What would you have done differently if...?
We have all positive...What are some negative...?
What...have you come to know differently?
What would have to happen or be true in order to...?
What would happen if...?
How would you...?
Design a model to predict...?
Hypothesize about the addition of...?
II. GIS and Inquiry
When posing a question while using GIS, it is important to understand that there are three basic steps in order to assure a logical process and productive outcome. They are:
o Assessing Data:
*What is the basic data?
*What data is
relevant to answer the question?
*What type of
data is most appropriate for your study, raster or spatial?
*Compare and contrast
attribute tables.
*Design an
appropriate legend editor color scheme for your project.
o Designing Flow Charts:
*Select, prioritize and identify criteria.
*Determine the logical order of sorting the criteria.
*Identify actions taken to sort the data.
*Analyze the logic of your flow chart.
o Forming Queries:
*Identify different types of queries. (boolean, string, etc.)
*Identify symbols and labels. ([],X,+,-<,>, etc.)
*Explain syntax.