a
guided
worksheet
activity,
a
challenge
activity,
and
an
open
exploration
activity.
Today,
we
use
this
exercise
in
workshops
designed
to
help
teachers
and
school
administrators
experience
and
reflect
on
the
inquiry
process.
This
exercise
not
only
gives
these
teaching
professionals
information
about
how
to
best
use
different
kinds
of
hands-on
instruction,
it
also
gives
them
some
insight
into
the
learning
process
as
they
experience
the
same
feelings
of
optimism,
frustration,
competitiveness,
and
potential
for
learning
their
students
feel
in
each
of
these
situations.
During
a
typical
Foam
Workshop,
I
can
watch
these
different
situations
unfold...
Room
1:
Guided
Activity
In
Room
1,
participants
working
on
the
guided
activity
each
have
a
worksheet
with
instructions
and
clear
expectations
about
what
they
need
to
accomplish.
The
activity
asks
participants
to
mix
detergent
and
water
in
two
different
bowls,
beat
one
bowl
200
strokes
and
the
other
600
strokes,
and
then
compare
the
results
in
a
series
of
simple
experiments.
Walking
into
the
room,
I
see
that
the
instructor
is
just
completing
the
brief
directions:
"Work
in
teams
of
two,"
she
says.
"Make
sure
you
read
the
instructions
carefully.
Send
one
person
from
your
group
up
to
get
the
materials.
You
have
20
minutes
to
complete
the
activity
and
fill
out
your
sheet.
Begin."
Some
students
begin
to
read
their
instructions
while
their
partners
go
to
collect
the
materials.
The
teams
begin
whipping
their
soap
foam
with
eggbeaters,
as
instructed,
and
carrying
out
the
required
trials.
What
they
are
supposed
to
be
doing
seems
very
clear
to
all.
Most
groups
seem
very
focused
on
getting
through
the
worksheet.
I
can
see
some
people
checking
the
clock
frequently
to
make
sure
they
finish
in
the
allotted
time.
There
is
little
conversation
in
this
room.
These
are
good
students
and
mainly
"on
task."
I
hear
exchanges
like
this:
Doreen:
"What
are
we
supposed
to
do
next?"
Angela:
"It
says
we
have
to
support
these
sticks
in
the
foam."
Doreen:
"Okay.
Let's
start
with
the
smallest
one."
Much
of
the
discussion
is
like
this,
tending
to
be
centered
on
how
to
complete
the
task
at
hand.
On
the
other
hand,
I
also
hear
conversation
of
a
different
sort.
From
the
corner
I
hear,
"Did
you
see
what
Maureen
is
wearing?
I
wonder
where
she
got
that?"
This
is
an
indication
of
a
team
coasting
along
and
losing
interest.
From
another
team
I
hear,
"I
don't
get
it.
Are
we
supposed
to
be
learning
that
bigger
bubbles
make
weaker
foam?
I
see
big
bubbles
in
both
of
our
mixes.
This
doesn't
make
sense."
The
instructor
overhears
this
and
comes
by
to
try
to
steer
them
back
on
track,
but
I
detect
some
lingering
skepticism
when
she
leaves.
Toward
the
end
of
the
allotted
time,
most
groups
are
feeling
good
about
completing
their
activities.
But
one
last
group
is
rushing
to
complete
their
work.
From
them
I
hear,
"I
don't
know
what
was
wrong
with
our
stuff.
Everyone
else
seemed
to
get
a
lot
more
foam.
Well,
let's
see
if
we
can
figure
out
how
to
finish
up
anyway."
There
is
a
feeling
of
failure
in
those
words.
Finally,
time
is
called.
The
teacher
checks
the
worksheets
to
make
sure
everyone
got
the
right
answers.
Each
team
gets
a
chance
to
compare
two
different
foams
in
prescribed
ways,
and
all
team
members
leave
having
had
a
common
experience.
Room
2:
Challenge
Activity
I
drift
over
to
Room
2,
where
a
new
round
of
the
challenge
activity
is
starting
up.
These
students
had
just
been
told
that,
working
in
pairs,
they
are
to
build
a
12-inch-high
tower
of
foam.
They
seem
very
clear
on
the
assigned
objective,
but
the
method
for
meeting
this
challenge
is
up
to
them
to
find.
Right
from
the
beginning,
this
room
feels
more
lively
than
the
one
I
just
left.
Hand-beaters
and
electric
mixers
are
whirring
like
mad,
making
big
bowls
of
soap
foam.
Some
folks
are
starting
to
pile
the
foam
onto
plastic
plates.
All
seem
very
engaged
in
the
activity.
One
group's
strategy
seems
to
be
to
make
the
thickest,
densest
foam
they
can.
"Thick
foam
is
strongest,"
Tracy
says.
"It's
the
only
thing
that
can
hold
up
such
a
tall
tower."
But
as
they
work,
they
see
that
the
base
of
their
tower
keeps
flowing
out
from
underneath,
and
they
ponder
changing
their
approach.
Another
group
asks
the
teacher
for
a
whisk,
which
she
rounds
up
for
them.
Jim
says,
"Whisks
whip
more
air
into
our
bubbles.
I
think
airy
bubbles
will
be
easier
to
support."
They
continue
to
work
hard
with
their
whisk,
but
get
very
little
foam
with
which
to
build.
As
time
goes
by,
the
anxiety
level
in
the
room
mounts.
Only
a
few
groups
are
getting
near
the
goal
and
all
are
hurrying
to
make
it
before
time
runs
out.
Michael's
group
is
almost
done.
"Quick,
come
over
and
measure
ours.
I
think
we've
got
it!"
The
teacher
comes
over
and
measures
the
height
of
their
foam
tower.
"Just
half
an
inch
more,"
she
encourages.
Michael
adds
a
bit
of
light
foam
at
the
top.
"You've
got
it,"
says
the
teacher.
The
group
breaks
out
in
a
cheer.
"We're
number
one!
We're
number
one!"
Some
of
the
other
students
look
defeated.
Others
redouble
their
efforts
on
their
own
towers.
As
the
groups
continue
to
work,
the
teacher
walks
around,
making
suggestions
and
reminding
participants
about
the
rules.
One
group
begins
to
make
more
noise
as
they
excitedly
get
close
to
their
goal.
But
something
looks
wrong.
The
teacher
pokes
her
finger
into
their
tower
and
finds
an
upside-down
cup
inside.
"That's
cheating."
she
says.
"You're
supposed
to
be
building
a
soap
tower,
not
a
soap-and-cup
tower."
The
group
looks
a
bit
sheepish
but
continues
on.
Good
science
inquiry
involves
learning
through
direct
interaction
with
materials
and
phenomena.
A
second
group
meets
the
challenge.
They
and
the
first
group
are
now
competing
to
build
the
tallest
tower.
Meanwhile,
as
time
comes
to
an
end,
all
the
other
groups
still
have
not
met
the
challenge.
Over
in
the
corner,
I
hear
Joe
say,
"This
isn't
fair.
The
next
group
coming
in
will
have
had
some
practice
with
foam.
We
didn't
have
any."
Sure
enough,
when
I
check
in
later
with
the
group
that
did
the
open
exploring
before
they
did
the
challenge,
the
rate
of
success
is
considerably
higher.
The
teacher
tries
to
address
Joe's
concern,
explaining
that
it
is
not
building
the
tallest
tower
that
is
important,
but
what
you
learn
while
trying
to
do
so.
Still,
one
participant
from
a
failed
group
says,
"I
should
have
expected
this.
I
never
could
do
science
anyway."
Room
3:
Open
Exploration
Next,
I
walk
into
Room
3,
where
the
open
exploration
activity
is
going
on,
and
there
I
encounter
a
very
different
setup.
The
teacher
has
just
completed
a
whole-group
discussion
in
which
the
students
have
brainstormed
a
list
of
all
the
foams
they
know.
She
is
pointing
out,
in
detail,
the
primary
materials
with
which
students
can
work.
Most
of
the
materials
are
located
on
a
main
supply
table;
additional
materials
for
other
questions
that
may
arise
are
located
on
a
secondary
table.
The
teacher
says,
"Working
in
groups
of
two
or
three,
using
these
materials,
see
what
you
can
find
out
about
foam
and
what
makes
it
strong."
This
sort
of
open
prompt
to
explore
is
unfamiliar
to
many
of
the
students.
Some
love
the
freedom.
They
jump
right
in,
collect
materials,
and
start
to
work.
Others
seem
to
have
a
difficult
time
getting
started.
The
lack
of
explicit
instructions
creates
anxiety
for
those
not
used
to
finding
their
own
starting
place.
The
teacher
sees
their
confusion
and
helps
them
find
something
they
want
to
try.
In
a
short
time,
the
room
gets
very
lively.
There's
lots
of
cross-talk,
both
within
and
between
groups.
I
hear
exchanges
like:
"Maria!
Come
look
at
this
shaving
cream
under
the
microscope!
The
bubbles
are
round
and
you
can
barely
see
them."
"That's
strange.
The
bubbles
we
whipped
up
are
more
like
little
hexagons.
I
wonder
if
that
affects
how
strong
they
are?"
|
|
|
Later,
I
see
Maria
inviting
people
from
other
groups
over
to
see
her
discovery.
At
another
table,
a
group
seems
to
be
putting
everything
they
can
find
into
their
mixture:
detergent,
water,
root
beer,
shaving
cream,
cream
of
tartar,
baking
soda.
It
seems
to
be
a
"let's
see
how
big
a
mess
we
can
make"
experiment.
As
I
watch,
the
teacher
comes
by
and
talks
with
the
group.
"So
what
are
you
finding
out
here?"
she
asks.
"I'm
not
sure."
Norman
says.
"It
seems
that
whatever
we
put
in,
we
still
get
foam."
"So
are
you
trying
to
see
what
might
make
it
foam
less?"
she
asks.
"I
guess
so,"
answers
Norman.
The
teacher
continues
to
guide
them
along
a
productive
path.
In
most
of
the
room
I
see
and
hear
signs
of
active,
engaged
exploration.
But
over
in
one
corner
I
see
a
group
where
things
are
not
going
nearly
so
well.
"What
are
we
supposed
to
be
doing
here?
What's
the
point?"
Rachel
asks
Don.
"We
made
some
soap
suds
with
a
mixer.
So
what
now?"
Don
shrugs.
"This
sure
isn't
as
clear
as
the
challenge.
I
don't
know
what
to
do
either."
This
group
is
not
yet
at
ease
with
setting
their
own
tasks.
They
struggle
to
continue,
but
are
clearly
frustrated.
Later,
I
notice
the
teacher
coming
by
to
check
in
with
them.
She
is
working
intently
trying
to
talk
them
through
their
impasse.
©Exploratorium
|
©Exploratorium
|
|
As
I
spend
time
in
this
room,
I
see
a
much
more
active
role
for
the
teacher.
She
is
constantly
walking
around,
checking
that
things
are
going
well
in
the
groups,
asking
a
question
here,
making
a
suggestion
there,
and
directing
students
to
look
at
each
other's
work.
With
the
help
of
the
teacher's
facilitation,
each
group
seems
to
have
found
their
own
path
of
investigation.
One
group
is
looking
at
different
proportions
of
detergent
and
water.
Another
is
comparing
different
brands
of
detergent.
Another
is
looking
at
the
difference
between
hand-beaten
bubbles
and
electric-mixer
bubbles.
At
the
end
of
the
allotted
time,
the
teacher
brings
the
whole
group
together
to
share
information.
As
a
whole,
the
groups
have
explored
quite
a
range
of
variables.
The
Inquiry
in
Each
Method
Each
of
the
approaches
described
above
represents
appropriate
teaching
methods
when
used
at
the
right
times
and
under
the
right
circumstances.
A
guided
worksheet
may
be
just
what
you
need
when
you
want
to
illustrate
a
particular
fact
or
teach
a
specific
skill.
A
challenge
activity
can
be
a
good
way
to
engage
students
early
in
a
unit,
or
may
be
useful
to
assess
students'
abilities
to
apply
their
learning
at
the
end
of
a
unit.
Open
exploration
can
be
used
well
when
students
are
well-versed
in
hands-on
work
and
have
learned
to
be
self-directed.
These
approaches
may
also
be
used
in
combination.
There
is
no
single
proper
sequence
for
these
combinations.
In
one
case,
you
might
start
with
an
open
exploration
to
gain
familiarity
with
materials,
and
then
move
to
a
challenge
in
order
to
focus
the
group
on
one
critical
concept.
In
another
case,
you
may
use
guided
activities
to
lay
the
groundwork
for
an
open
exploration,
and
assess
learning
with
a
challenge
at
the
end.
In
any
case,
it
is
important
to
match
characteristics
of
each
experience
with
the
learning
goals
you
have
for
your
students.
©Exploratorium
All
of
these
activities
also
entail
some
degree
of
inquiry
practice,
although
none
illustrate
the
full
range
of
inquiry.
In
general,
the
open
exploration
shows
the
greatest
degree
of
inquiry
and
the
guided
worksheet
the
least.
Good
science
inquiry
involves
learning
through
direct
interaction
with
materials
and
phenomena.
One
important
sign
of
inquiry
is
the
relative
level
of
control
that
the
students
have
in
determining
various
aspects
of
the
learning
experience.
In
looking
at
these
issues,
we
look
at
who
controls
the
questions,
who
controls
the
design
of
the
investigation,
and
who
decides
on
what
is
an
acceptable
answer.
In
the
guided
worksheet
activity,
nothing
is
under
the
student's
control
except
the
actual
manipulation
of
the
materials.
In
the
challenge
activity,
the
teacher
presents
the
question
or
challenge,
but
the
students
have
to
determine
the
path
toward
solution.
The
nature
of
the
challenge,
however,
tends
to
provide
a
narrow
focus
to
that
path.
Correct
answers
are
limited
to
working
solutions
to
the
challenge.
In
the
open
exploration,
the
students
have
control
over
a
wide
range
of
questions
within
the
area
defined
by
the
teacher's
instructions.
The
student
also
has
control
over
the
means
and
practice
of
the
investigation,
subject
to
facilitation
by
the
teacher.
Finally,
a
wide
range
of
results
are
acceptable,
giving
the
student
a
good
deal
of
control
over
the
answer,
as
well.
Good
science
inquiry
provides
many
entry
points--ways
in
which
students
can
approach
a
new
topic--and
a
wide
variety
of
activities
during
student
work.
In
this
way,
inquiry
provides
many
more
ways
to
capture
the
interest
and
enthusiasm
of
students,
and
also
gives
them
access
to
learning
along
a
number
of
alternative
pathways.
With
the
guided
worksheet,
students
all
start
at
the
same
point
and
show
little
variation
in
their
work.
The
challenge
activity
also
has
a
single
entry
point
for
students.
It
has
variety
in
the
student
work,
but
the
range
is
limited.
In
the
open
exploration,
the
entry
points
are
limited
only
by
the
materials.
As
a
result,
students
are
engaged
in
a
wide
variety
of
activities.
Inquiry
science
requires
student
discussion
with
others--working
cooperatively
and
sharing
ideas.
In
addition
to
these
being
important
skills
to
learn,
dialogue
and
socially
gathered
and
shared
information
is
a
powerful
means
toward
building
individual
conceptual
understanding.
With
the
guided
worksheet
activity,
student
discussion
is
limited
to
small
groups.
Within
those
groups,
there
is
cooperative
work,
but
it
is
limited
to
the
task
of
completing
the
worksheet.
In
the
challenge
activity,
the
competitive
nature
of
the
task
strictly
limits
the
communication
and
sharing
of
ideas
outside
of
the
small
groups.
The
open
exploration
is
designed
to
encourage
sharing
of
ideas,
both
formally,
with
whole-group
discussions,
and
informally,
with
the
teacher
encouraging
groups
to
talk
to
each
other.
Good
science
inquiry
provides
many
entry
points--ways
in
which
students
can
approach
a
new
topic--
and
a
wide
variety
of
activities
during
student
work.
Access
to
and
use
of
a
wide
range
of
materials
also
characterizes
inquiry
science.
This
gives
students
a
greater
degree
of
responsibility
and
control
over
design
and
execution
of
their
experimental
work.
For
the
guided
worksheet
activity,
students
use
a
set
of
materials
designated
on
the
worksheet.
In
the
challenge
activity,
free
access
to
a
wider
range
of
materials
is
made
available
to
students.
However,
in
order
to
make
the
challenge
fair,
the
choices
were
limited.
At
the
open
exploration,
there
were
even
more
materials
available
and
freely
accessible
to
students.
Supplementary
materials
were
placed
on
a
table
removed
from
the
main
supply
table
so
as
not
to
overwhelm
the
students
with
too
many
choices.
Additional
materials
that
were
not
on
the
supply
table
were
made
available
at
the
discretion
of
the
teacher.
The
role
of
the
teacher
is
also
quite
distinct
in
inquiry.
The
teacher
defines
a
domain
of
study,
orchestrates
environment,
materials,
and
time,
and
moves
between
groups
to
facilitate
their
work.
Facilitation
involves
checking
how
things
are
going--asking
questions
here,
making
suggestions
there,
helping
groups
move
on
when
they
get
stuck,
and
directing
students
to
look
at
each
other's
work.
In
the
guided
worksheet,
the
teacher's
role
is
to
make
sure
students
are
following
instructions.
At
the
challenge,
the
teacher
plays
a
very
active
facilitating
role,
encouraging
groups
and
making
suggestions.
At
the
open
exploration,
the
teacher
played
a
very
active
facilitating
role,
helping
groups
to
have
productive
explorations.
This
example
of
open
exploration
illustrates
only
one
phase
of
inquiry.
In
order
to
achieve
more
complete
conceptual
learning
and
develop
the
full
range
of
science
skills,
there
must
be
an
opportunity
to
do
longer-term
inquiry.
In
such
inquiries,
student
work
becomes
more
focused
than
it
is
in
the
open
exploration
activity.
Students
design
and
conduct
investigations
as
they
pursue
a
line
of
questioning.
As
they
move
along,
students
create
tentative
explanations
(hypotheses)
of
the
phenomena
they
are
observing
and
direct
their
investigations
to
test
these
explanations.
As
part
of
these
investigations,
students
learn
and
practice
a
number
of
skills
that
help
them
make
some
sense
out
of
what
they
are
seeing.
For
instance,
a
student
might
learn
to
use
an
instrument
or
tool
for
a
specific
purpose--from
a
ruler
to
chart
a
plant's
growth
to
a
voltmeter
that
measures
the
voltage
of
a
homemade
battery.
They
learn
to
organize
data
and
make
graphs
to
help
interpret
the
results
of
their
investigations.
Perhaps,
even
more
importantly,
they
learn
to
persevere
and
overcome
obstacles
when
results
are
not
readily
forthcoming.
Communication
becomes
an
even
more
important
element
in
extended
inquiry.
The
information
that
students
can
share
with
one
another
is
critical
to
the
building
of
understanding
by
individuals-and
by
the
group.
In
addition,
information
that
students
can
get
from
additional
references,
from
books
to
experts
in
the
field,
can
serve
an
important
role
at
the
appropriate
time.
Many
of
the
elements
of
inquiry
can
be
mixed
into
different
types
of
instruction.
A
challenge,
for
instance,
may
be
structured
so
that
students
plan
their
own
investigation
into
the
solution.
A
guided
activity
may
leave
room
for
the
students'
own
exploration
of
material.
In
any
case,
the
degree
to
which
inquiry
is
being
practiced
can
be
gauged
by
a
number
of
factors,
from
the
level
of
control
and
responsibility
students
have
for
their
own
learning
to
the
teacher's
design
to
foster
and
support
student
learning.
Reference
For
more
information
on
the
Institute
for
Inquiry's
Foam
Activity,
see
the
Web
site
at
http://www.exploratorium.edu/IFI/activities/foam/foam1.html.