A COMPARISON OF GUIDED INQUIRY AND OPEN INQUIRY FIELD EXERCISES

Inquiry-based field exercises encompass a broad spectrum ranging from guided-inquiry (instructor directed) to open-inquiry (student directed). With guided inquiry the instructor states the problem, formulates the hypothesis, and develops the working plan and the student performs the activity, gathers the data, and draws conclusions. A field exercise conducted at a dinosaur trackway north of Moab Utah is an example of guided inquiry. Students measure the foot length and stride length of dinosaur footprints to determine the dinosaurs’ speed. They then perform a similar analysis on human stride lengths and evaluate their results. This type of guided inquiry is very effective in teaching specific content. In this case that trace fossils can be used to infer animal behavior. It also illustrates that in scientific investigations certain assumptions are made and it is necessary to evaluate these assumption prior to interpreting the results.

Students state the problem, formulate the hypothesis, and develop their own working plan with open inquiry. A field exercise conducted at the confluence of Deer Creek and the Snake River near Montezuma Colorado is an example of open inquiry. At this site metal-rich, acidic waters mix with near neutral waters resulting in the precipitation of a white coating of aluminum hydroxides on the streambed. The only information the students are provided is a geologic and topographic map of the site. They are asked draw a sketch map and make observations. Based on their observations the students pose questions and develop a hypothesis. They are then provided a variety of field equipment that they can use to collect the data needed to test their hypothesis. Open inquiry is ineffective for teaching specific content because the content will depend on the aspect of the problem that the student chooses to investigate. However it is very effective in developing scientific process skills.

Guided- and open-inquiry exercises present different types of material, content rich versus process rich. Therefore, it is important that students experience a balanced mix of guided inquiry and open inquiry field exercises.