Theory Name: A Cognitive Theory of Inquiry Teaching

Authors: Collins, Allan, Stevens, Albert L.

Associated Learning Theory
Cognitive Learning Theory

Model Description
This theory prescribes a method of discovey instruction. This model focuses on having students discover underlying processes while exposing misconceptions in their learning.

Specification of Theory
(a) Goals and preconditions
Application of specific rules or theories and derivation of rules or theories

(b) Principles
1. Learning the application of rules and theories is better when the student constructs the appropriate mental model.
2. Instructor questioning will help expose student’s misconceptions about rules and theories.

(c) Condition of learning
1. This theory is good for teaching causal relationships and discovery skills. This theory is inappropriate for teaching facts or concepts.
2. This methodology is not self-sufficient. Written materials are required as a reference.
3. The discovery process is inappropriate for learning specific rules and theories.

(d) Required media
Yes; this ID theory requires some sort of written materials for students to have background knowledge (facts and concepts) in order for the discovery process to occur.

(e) Role of facilitator
Select examples, actively question, expose misconceptions.

(f) Instructional strategies
1. Determine goals of teachers. There are two types:

- Teach a general rule or theory.
- Teach how to derive a rule or theory.

2. Strategies for inquiry teaching. Apply Socratic Method at each step along the way.

a. Select positive and negative examples. Positive examples have values that will mainly lead to a clear positive shift in the theory. Negative examples have values that will mainly lead to a negative shift in the theory.
b. Vary cases systematically. Present exemplars that run the range from positive to negative.
c. Select counterexamples. Counterexamples serve to show student misconceptions.
d. Generate a hypothetical case.
e. Formulate a hypothesis.
f. Test hypothesis.
g. Consider alternate predictions.
h. Entrap students. That is, allow students to expose their misconceptions so that they can understand how the misconception is not correct.
i. Trace consequences to contradiction. In this step, the instructor traces the results of a student misconception so that the student sees the consequences of that misconception.
j. Question authority. Get the students to look at the teacher or text as an aid in the construction of knowledge rather than owner of a correct answer.

3. Control the dialogue. Use the following strategies:

a. Select cases that illustrate more important factors first.
b. Select cases that work from concrete to the abstract.
c. Select important or frequent cases ahead of less important or less frequent cases.

Additionally, Collins has suggested a new model of guiding the inquiry (see reference below). This newer model is a more cyclical and simpler model of inquiry with 6 basic steps.

1. Question --> 2. Hypothesize --> 3. Investigate --> 4. Analyze --> 5. Model --> 6. Evaluate

(g) Assessment method
Student can apply a general rule or theory or student can complete a process to apply a rule or theory.

Formative Research & Application
(a) Tested context - K-12, College
(b) Research method - Content Analysis
(c) Research description - This methodology is based inductive work stemming from a review of strategies that teachers used compared to the goals and conditions under which each of these strategies was used.
(d) Resources
Collins, A. (1983). A cognitive approach to inquiry teaching. In Reigeluth, C.M. (Ed.), Instructional-design theories and: an overview if their current status. (pp. 247 – 277). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishing.

Collins, A. (unknown). ThinkerTools Inquiry Curricula. http://thinkertools.soe.berkeley.edu/Pages/curricula.html