• 11 years ago
• Posted in:Discussion Posting
• 0
• Author: Kim Wagner
• Tags: inquiry, T-GEM

Using the T-GEM cycle to teach challenging concepts engages students in actively exploring to learn more effectively. It’s a great improvement on the idea of getting students to use an inquiry process but then not having a solid plan for addressing the student questions (Furtak, 2006). Instead, student questions are an integral part of the learning cycle. The teacher plays an important role as a facilitator first providing background content information and then asking students to compile information by asking them questions to consider how something works. It’s not important at this stage if the students come to correct answers but instead develop hypotheses that they can test and revisit later in the cycle. Essentially at this stage, the students are to develop a theory or concept they think is true.

Next, the teacher asks the students to evaluate their theories in light of new information. They must determine if the new information confirms or refutes their theories. Evaluating the information is an active process that leads to modification of their original theories, and thus, a better understanding of the concept of study. This cycle of inquiry can repeat indefinitely as students build on their understanding as they incorporate new truths into their personal mental models.

I have been considering how to use the T-GEM cycle to teach the linear, quadratic, and exponential functions. There are interactive graphs online (line 1, line 2, quadratic 1, quadratic 2, exponential) that could be used for experimentation to better understand how changing the variable values affects the position of the line, parabola, or curve.  Many high school students (Grades 10-12 college level) tell me that they don’t get Algebra and show visible signs of stress when then are confronting with reading and understanding examples in an Independent Learning Course booklet. In those one-on-one situations, I use these online simulations to show how the equation changes when the object is manipulated. There would be numerous cycles to build on the students’ knowledge concerning these equations.

Cycle 1:

I would start by providing (reviewing) the following background information:

1. the Cartesian plane
2. mapping x and y coordinates
3. the linear, quadratic, and expontial functions

Next, I would show the three equations and the three graphed shapes (without telling which graph matches which shape) and ask how we can determine what object will be produced by each equation. They can use their prior knowledge of exponents and algebra to draw some initial hypotheses. Before the evaluation of their hypotheses, I would ask students to share their ideas with each other and to explain their thinking. It doesn’t matter if they are right at this stage.

Then I would have the students evaluate their ideas by focusing on the linear function. They would create their own equations by choosing values for m and b, each time creating a table of values and graphing the values. They can do this a number of times to evaluate their initial hypotheses.

Finally, they can revisit their hypotheses and modify them (if necessary). Future cycles would be as follows:

I would like to do something to show how this understanding can be practically applied—to see how it can be used in life. (At this point in time, I’m unsure how to do that, but ultimately it is what’s most important.) I am interested in ideas!

Bibliography:

Furtak, E. M. (2006). The problem with answers: An exploration of guided scientific inquiry teaching. Science Education, 90(3), 453-467.

Khan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905.

Khan, S. (2010). New pedagogies for teaching with computer simulations. Journal of Science Education and Technology, 20(3), 215-232. 

Khan, S. (2012). A Hidden GEM: A pedagogical approach to using technology to teach global warming. The Science Teacher, 79(8), 59-62.