DOCUMENT RESUME ED 037 343 SE 008 003 AUTHOR Bingman, Richard M.; Ed. TITLE Inquiry Objectives in the Teaching of Biology. INSTITUTION Biological Sciences Curriculum Study, Foulder, Colo.; Mid-Continent Regional Education Lab., Inc., Kansas City, Mo. SPONS AGENCY Office of Education (DHEW), Washington, D.C. PUB DATE Sep 69 CONTRACT OEC-3-7-062876-3076 NOTE 153p. EDRS PRICE EDRS Price MF-$0.75 HC-$7.75 DESCRIPTORS *Affective Objectives, Behavioral Objectives, *Biology, Cognitive Objectives, *Critical Thinking, *Educational Objectives, *Inquiry Training, Secondary School Scierce IDENTIFIERS Biological Sciences Curriculum Study ABSTRACT Five perspectives are identified for viewing inquiry: "Guiding Principles:(for example the antecedent-consequent principle), Inquiry Factors or logical steps in inquiry, Behavioral Objectives, Affective or Attitudinal Qualities, and Inquiry into inquiry. Many components of these perspectives are enumerated, together with related student behaviors which would exemplify the components. Two examples of class discussion which illustrate inquiry into inquiry are given and analyzed in terms of strategy. The "interim summaries" of the Invitations to Enquiry from the BSCS "Biology Teachers Handbook" are printed as an appendix,as also is the paper (Mendel's "Experiments in Plant Hybridization")on which the class discussions were based. An extensive annotated bibliography on behavioral objectives and inquiry teaching in biology is divided into five sections: Behavioral Objectives- Some Considerations, The Inquiry Process, Inquiry as a Teaching Strategy, Preparing the Teacher for Inquiry, and Evaluating the Inquiry Process. (EB) "9" TeachingInquiry Objectivesof FEBBiologyin the U DEPARTMENT OF HEALTH EDUCATION & WELFARE THIS DOCI)MENT HAS BEEN REPRODUCEDOFFICE OF EDUCATION EXACTLY AS RECEIVED FROM THE PERSONPOSITIONSTATED 00'JR OR NOT ORGANIZATION POLICY NECESSARILY ORIGINATING REPRESENT IT OFFICIALPOINTS OffICE OF VIEW OF EDUCATION OR OPINIONS ct,O ELMID-CONTINENTEDUCATIONAL LABORATORY REGIONAL CURRICULUMBIOLOGICAL SCIENCES STUDY INQUIRY OBJECTIVESDeveloped IN THE JointlyTEACHING By: OF BIOLOGY Mid-continent104Kansas East Regional City,Independence Missouri Educational Avenue64106 Laboratory BiologicalUniversity SciencesP. 0. andBox of Curriculum Colorado930 Study RichardBoulder, M. Colorado Biiigman, 80302 Editor MhELMID-CONTINENTEDUCATIONAL LABORATORY REGIONAL CURRICULUMBIOLOGICAL SCIENCES STUDY lit4g '4 11 Position Paper,September Volume 1969 1, Number 1 This document was written to be used by administrators, supervisors, curriculum designers, teacher educators, evaluators and students for awide range of activities from revising currentinstructional objectives to developing evlauation instruments. Although the objectives were developed for usepri- marily at the high school level, they may be useful at theelementary and college levels. The document may be used in classroom situations inwhich students and teachers demonstrate varying degrees of inquiry skill andattitude development. Recently the document has served as a basis for a doctoral dissertation (Steiner, 156). The instruments developed in this study are being used to evaluate components of the Developing Inquiry Skills program atthe Mid- continent Regional Educational Laboratory. This document is viewed as a preliminary draft rather than a final state- ment of objectives. Feedback on the use ofthis document will be helpful. A questionnaire has been inserted for your comments and suggestions. Published by Mid-continent Regional Educational Laboratory, a private non-profit corporation supported in part as a regional educationallaboratory by funds from the United States Office of Education, Department ofHealth, Education, and Welfare under contract number OEC-3-7-062876-3076. The opinions expressed in this publication do not necessarily reflect the position of policy of the Office of Education, and no official endorsementby the Office of Education should be inferred. ii CONTRIBUTING AUTHORS John R. Anderson Mid-continent Regional Educational Laboratory Richard M. Bingman Mid-continent Regional Educational Laboratory Jacob W. Blankenship Oklahoma State University Jack L. Carter Colorado College Thomas J. Cleaver Biological Sciences Curriculum Study Willard G. Jones Colorado State College Manert H. Kennedy Biological Sciences Curriculum Study Evelyn Klinckmann San Francisco College for Women Paul G. Koutnik Mid-continent Regional Educational Laboratory Addison E. Lee University of Texas at Austin Jimmy R. Stothart Northwestern State College of Louisiana iii SciencesThe pioneeringCurriculum efforts Study, in led1967 to of this Willard document. Jones, InatACKNOWLEDGEMENTS additionMid-continentRegional Educational Laboratory, and Jack Carter,at Biological in reviewing the preliminary editions: GeorgePaulElba DeHart Dawson,0. Carrier, Hurd, Floridato Harvard Stanfordthe principal State University University University contributors, the followingpersons were very helpful RalphGlenIngrith H. E. Ojemann, Joseph Peterson,D.Frank Olsen, J. X. EducationalSchwab, Biological UniversitySutman, University Temple Sciences Researchof Washington University ofCurriculum Council Chicago at Seattleof StudyAmerica to theirSpecialAppreciation students acknowledgements who is also supplied expressed the teacher-student to KennethStanley Bingman interactionE. Williamson, and Williammaterial Oregon Humphries,in Chapter State University Seven.teachersat Shawnee Mission West high school, and material.Manning,PressFinally, for their who credit ideas prepared isand given materials.the tobibliography, Virginiaare (See given AlfandaryAppendices andto Joseph to Connie and AJ. JerroldandSchwab, Le B, Elgan, pp.Spady, the 85, VirginiaBiological 107.)who helpedMcBride, Sciencesto edit and Curriculumthe Jean final Pearson, document, Study, who and Joan typed the Bartel Harvard and organizedand University Chiquita the However,plifiedEducationalThis by work thiscontent. 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Stalcup,, Sciencesof Colorado 1?.,.gional Director Curriculum Educational Study Laboratory rti W CONTENTS CHAPTER ONE.The SubstantiveNatureRATIONALE of Inquiry Knowledge and itsofRelation Biological to Sciencethe Organization and Use of this Document I1 CHAPTER TWO.Recognition GUIDINGI. The and TaxonomicPRINCIPLES Differentiation Principle OF INQUIRY 56 SkillsTV.III.II.V. in CarryingTheThe Antecedent-ConsequentStructure-FunctionRegulationSelf-Regulatory out Principles and Homeostasis System of PrincipleInquiry PrinciplePrinciplePrinciple 876 II.I. TheActivities student Characteristic will carry out of activities the TaxonomicAntecedent-ConsequentcharacteristicMode of the Mode taxonomicantecedent-consequent mode mode 1098 IV.III. TheActivitiesActivities student Characteristic will recognizecarry out of activities activities thethe Self-RegulatoryRegulation-HomeostasisStructure-FunctioncharacteristiccharacteristicMode ofMode the Mode regulation-homeostasisstructure-function mode mode 111012 CHAPTER THREE.VI.V.I. MAJORATheFormulating Biological student FACTORS will aProblem Problem recognizeIN INQUIRY Stated activities in Termscharacteristic ofthe Five Guiding of the self-regulatory Principles mode 131214 III.IV.II.V. FormulatingInterpretingDesigningSynthesizingExecuting athe StudytheHypotheses Knowledge Plan Data of orInvestigation Findings Gained from theInvestigation 15171618 VI. ix CHAPTER FOUR.AdditionalI. TOWARDSINSTRUCTIONProblem Specificity THEFormulation forAND USE Inquiry DEVELOPOF BEHAVIORAL Factors EVALUATION (Antecedent-Consequent OBJECTIVESINSTRUMENTS TO Mode)DESIGN 20 III.IV.II.V. InterpretingDesigningFormulatingExecuting athe Study theHypotheses Plan Data of or Investigation Findings 24282725 SamplesVII.VI.I. ofSynthesizingFormulatingDifferentiation Instructional aKnowledge StrategiesProblem of the Various toGained Bring Principles