Explore and wonder [3:56]

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About

Learn how to ignite student curiosity during the exploration phase of inquiry

Transcript

The first stage of any inquiry process is helping students figure out just what it is they want to learn more about: in other words, ignite their curiosity. Let's look at three strategies you can use to help students look at the world with curious eyes: establishing existing knowledge, incorporating emotion, and close observation.

The initial stages of inquiry involve asking questions based on existing knowledge. Students can gain both curiosity and confidence early on by identifying what they already know about a topic or issue. Before embarking on a research project, help them activate prior knowledge by reading a related picture book or presenting a topic overview. Students can then fill out a KWL chart, a three-column chart where students write down what they already know, what they want to know, and what they ultimately learn about a subject.

Even some brief ABC brainstorming can help students determine their own existing knowledge. For example, before researching the Civil War, students can engage in a word association exercise in which they write down names or ideas relating to the larger subject: Abraham Lincoln for A, Battle of Gettysburg for B, and so on.

Research shows that adding to our foundation of knowledge fuels our curiosity for more learning. Activities like these can help students recognize what they already know, which in turn can help them wonder about what they don't yet know.

Students' curiosity can be cultivated further when their emotions are activated. Classroom activities that provoke surprise, anticipation, joy, or even disgust can help propel students further into the inquiry process. For example: students can look at a primary historical source, like a piece of artwork or photograph, and think about their own emotional response to it. A lesson about World War II, for instance, might begin with students viewing a photo of children at a Japanese internment camp. Students can be asked for their personal reactions to such a photograph. What can they imagine about the lives of those children?

Emotions come from the personal connections we make with subject matter; the more we personalize a subject for students, the more questions they'll have about it, which can help them dive deeper into inquiry.

Finally, the act of close observation can lead students to greater curiosity and deeper exploration. When we say "close" observation, we mean taking more time to look at something without the pressure of drawing conclusions about it. We can give students space to slow down and look at a text, image, or idea from different angles, letting their interest guide them without the pressure of presenting their own perspective right away. For example, when students look at a series of World War II internment camp photos, they can explore the content on their own and look at interesting faces, settings, or moments, and think about the people and events being depicted before having to find concrete information about them. Other sources they can explore might including a reference article or introductory chapter in a nonfiction book. Close observation leads to wondering, which can inspire the inquiry process that follows.

When students are given the opportunity to identify what they already know about a topic, make personal connections, and observe closely, their resulting curiosity can help ignite a sense of wonder that can not only sustain them throughout their years at school, but transform them into lifelong learners.

Activities

Wondering about Primary Sources

There are many different methods for sparking student curiosity at the start of an inquiry experience. This lesson discusses ways to establish exiting knowledge, incorporate emotion, and use close observation in the process. Primary sources provide a powerful doorway to access all of these components. Read the article by Tom Bober, "Primary Sources: Encouraging Elementary Students to Learn and Wonder" (in Resources below) for some inspiration and then complete the Reflect & Practice activity to look at how you can use primary sources to motivate your students' inquiry explorations.

RESOURCES:

Form

Primary Sources: Encouraging Elementary Students to Learn and Wonder

Article

REFLECT & PRACTICE:

After reading Tom Bober's tips on using primary sources with students, use the guidance in the above form to find a primary source that connects with your current curriculum and plan for how to use it to spark student wonder.

For more on using primary sources in the library and classroom, check out Tom's webinar, "Elementary Educator's Guide to Primary Sources."

Entry ID: 2215147

Additional Resources

Bibliography.

About the Authors

Rebecca J. Morris, MLIS, PhD, is teaching associate professor at the University of Pittsburgh School of Computing and Information. She earned her master's degree and doctorate at the University of Pittsburgh and her undergraduate degree in elementary education at Pennsylvania State University. Rebecca has published articles in journals including School Library Research, Knowledge Quest, School Libraries Worldwide, Teacher Librarian and the Journal of Research on Young Adults in Libraries. She is the author of School Libraries and Student Learning: A Guide for School Leaders (Harvard Education Publishing Group, 2015). Rebecca is a former elementary classroom teacher and middle school librarian.

Email: rmorris@schoollibraryconnection.com

Twitter: @rebeccajm87.

Sharon Coatney is a former library media specialist from Kansas. She is a past president of the AASL and Councilor at Large of the American Library Association. She is now the Senior Acquisitions Editor for Education and School Library Products at Libraries Unlimited/Teacher Ideas Press.

Seth Taylor, MFA, has 20 years of experience in education as a teacher, administrator, and professional development specialist. He has taught graduate and undergraduate courses in Rhetoric, Composition and Research Methodology at San Diego State University, Colorado State University, and the University of Redlands.

Jane Cullina, MSEd, is the professional development manager for School Library Connection and ABC-CLIO. A former children's librarian and humanities teacher, Jane earned her master's degree from the Bank Street College of Education in New York City and has taught in Boston, New York, Maine, California, and South Africa.

Select Citation Style:

MLA Citation

"Inquiry-Based Learning. Explore and wonder [3:56]." School Library Connection, ABC-CLIO, July 2019, schoollibraryconnection.com/content/course/2214192?learningModuleId=2214085&topicCenterId=2247902.

Chicago Citation

"Inquiry-Based Learning. Explore and wonder [3:56]." School Library Connection video. July 2019. https://schoollibraryconnection.com/content/course/2214192?learningModuleId=2214085&topicCenterId=2247902.

APA Citation

Inquiry-based learning. Explore and wonder [3:56] [Video]. School Library Connection. https://schoollibraryconnection.com/content/course/2214192?learningModuleId=2214085&topicCenterId=2247902

https://schoollibraryconnection.com/content/course/2214192?learningModuleId=2214085&topicCenterId=2247902

Entry ID: 2214192