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Physics Teaching
Usually, Physics is a subject defined as a study of matter, energy, motion and force. The
truth is that there is no fixed definition of Physics. The study of Physics is not only limited in the
study of matter, energy, motion and force. Physics is an evolving subject over time. Knowledge
about our universe accumulates; thus, our knowledge is not only restricted to the study of matter.
Theories change; a theory can be replaced by an even better formulated theory. Physics is
dynamic but it has a goal- a fixed goal. And that is to study and learn how our universe behaves.
If the subject of Physics, a subject that has no fixed definition and continues to evolve
over time, is to be taught; what would be the teachers best model of teaching? Since Physics has
a dynamic definition that could change over time then teaching it through the definition might
not be the best option. Physics needs to be taught in a way that the learners higher order thinking
should be tapped. In that way, fulfilling the goal of the subject which is to learn how our
universe behaves. Thus, this leads us to the Information Processing Family and one of its models:
The Inquiry Model that originated from J. Richard Suchman (Inquiry Training Model, 2011).
Though this may be an appropriate model for teaching Physics, there are still
disadvantages that arise from using this model. Therefore, the researcher would like to study
more about what are the possible disadvantages and advantages of the model when used in
This research aims to determine the disadvantages and advantages of using the Inquiry
a. What are the independent variables in determining the disadvantages and advantages of
the students?
The gathered data from this study can contribute on the knowledge about the
improvement of using the Inquiry Model of the Information Processing Family in Physics
teaching. By further analyzing the disadvantages, the quality of Physics teaching can be
improved by finding a possible solution in the problems that might arise from the disadvantages
In summary, the results from the study might help as a basis of what can be improved
This study is focused only on analyzing available resources to come up with the data
about the disadvantages and advantages of using the Inquiry Model in teaching Physics. There
The inquiry model, developed by Richard Suchman, is a model that teaches students
through inquiry; in a sense that they are the ones who asks the questions and figures it out
themselves while guided by the teacher. This model of teaching is a student-centered approach
where the teacher usually acts as a facilitator guiding the students towards achieving the goal of
learning instead of the traditional teacher who provides the knowledge needed to be learned by
the students.
The syntax of the inquiry model includes five phases where in (Siddiqui, 2013):
1. The first phase is where the students first encounter the puzzling situation that the teacher
has presented. In this phase, the teacher will discuss the objectives and also the
procedures on how the students will gather the details about the problem which is by
asking questions that are answerable by yes or no. It is not always the case that the
situation should always be puzzling, it can be also be a problem which the students dont
teachers and students start where the students will throw questions at the teacher to verify
their thoughts and the teacher will answer the students questions only by yes or no. The
questions formulated by students will come from their own experiences and stock
knowledge related to the situation. If a student asks a question that the teacher think is
irrelevant with the topic, the teacher may say that it is irrelevant in a not offending way
and that the student may ask another question. If a student asks a question that is not
answerable by yes or no, or if a student asks a complex question that is unclear to the
teacher, the teacher may make the student restate the question. The questions will be
guided in such way that unnecessary questions that may divert the topic will be
prevented.
3. The third phase is the data gathering experimentation. After the situation has been
clarified, the teacher will present something which can be in a form data or materials that
can be experimented by the students. This is the phase where students gather relevant
variables form the experiment. The teachers role is to guide the students on the findings
they are formulating while performing the experiment because there might be variables a
the students formulate an explanation on the presented situation using the data obtained.
The teacher may ask more about the formulation of explanation from the students to
obtain different perspectives on the topic. If there are information that are missed or
information that cannot be obtained during the last phases, the teacher may explain it to
the students.
5. The fifth phase is the analysis of the inquiry process. The last phase includes the
discussion about what questions led them to obtain the right data and what makes the
questions effective. Simply put, this is where the teachers and students together analyze
the inquiry process which can improve the students questioning skills.
Physics is a branch of science that we usually define as a study of matter. But as time
goes by, Physics field increases vastly from matter to things we cannot consider as matter like
ether (which has no mass but occupies space). Therefore, in teaching Physics, a teacher should
use a model wherein it requires the learners to tap their high order thinking skills- a kind of
thinking that will let them understand the gears behind the Physics concepts, mostly by
themselves and not all from a knowledgeable other. This kind of thinking from the learners can
be accomplished through the Inquiry Model from the Information Processing Family. In this
model, Physics can be taught in an inquiry way where the students develop their own questions
and figures it out themselves by letting them explore some things that may lead to their own
understanding of the concept while the teacher acts as a guide to the learning process of the
student. For example, teaching the concept of gravity to the students through inquiry. A teacher
might let the students be aware first of the objects falling to the ground by letting each of them
pick an object and let it fall down. And then ask them, Why did it fall? Then theyll proceed to
There are already several conducted studies about teaching science by inquiry that shows
that it is a suitable model for science teaching. According to a study from the University of
Texas, when students learn science by inquiry, the process of inquiry becomes the means by
which the currently accepted science knowledge is better understood. Through learning science
as inquiry, students also better understand how scientists developed the currently accepted body
of science knowledge. Hence the students learn to apply these processes in order to go beyond
the information needed to discover new knowledge (McBride, et.al 2004). In teaching Physics,
this kind of model is appropriate since it taps the students high order thinking which is needed
for them to apply what theyve learn to transcend and create ideas out of the box. The students,
in this case, can fully understand a science concept since they figured it out by themselves. Thus,
they can be able to apply these concepts easily to create new ideas or possibly theories that will
contribute to the field of Physics. Plus, figuring something out by themselves acknowledges the
diversity of ideas among students that will also contribute to the Physics world.
In short, the advantage of Inquiry model in teaching Physics is that it requires critical
thinking skill of the students which is further improved through this model and which is
significant to students learning of not only Physics but other natural sciences and subject also. It
also teaches the students how to ask effective questions in the future.
However, using the Inquiry Model in teaching Physics has also disadvantages. As the
aforementioned study states, learning science concepts by inquiry is much more time consuming
than learning concepts by traditional methods (McBride, et.al 2004). Take for example the
concept of gravity; it takes technically more time in a way that a teacher needs to make the
students curious first before proceeding to the next step of the process (given that the teacher acts
as a facilitator not a provider of knowledge), than just providing the definition of gravity to the
students. Other than being time-consuming, the Inquiry Model is also limited to some students.
According to an article about the Inquiry Model, inquiry doesn't work for some students. These
teachers claimed that inquiry was only effective with bright students, and it caused too many
problems with lower ability students (Inquiry Model, 2000). In addition, the inquiry model is
also expensive in a way that they teach Physics as inquiry which can be through experimenting
Given these disadvantages, the inquiry model cannot be as good as it proposes. It will be
unsuccessful in a sense that if these disadvantages are present in a classroom setting, the students
The inquiry model is a suitable method of teaching Physics since it taps the students
higher order skills. Its advantageous in a way that the model is teaching the students how to
think and not what to think in the subject Physics. The knowledge that they have learned will be
utilized in a way that they can contribute new ideas or theories in the field of Physics. More
importantly, the inquiry model also trains the students to ask the right questions. Even though
that it is a model perfect in teaching Physics, there are also disadvantages that may lead to an
unsuccessful learning of a student. These disadvantages are namely: the model is time-
consuming, limited to some students and relatively expensive. If these cannot be solved, this may
It is important that the advantages and disadvantages of the inquiry model are learned by
the teacher so he/she will be able to utilize the model that will lead to the students successful
McBride, J. W., Bhatti, M. I., Hannan, M. A., & Feinberg, M. (2004). Using an inquiry approach
to teach science to secondary school science teachers. 2. Retrieved March 7, 2016, from
http://phys205.physics.tamu.edu/WebPageDocuments/Article_UsingInquiry.pdf
http://artofteachingscience.org/mos/7.4.html
http://iasethrissur.edu.in/public/downloads/SuchmannInquirywriteup.pdf
Siddiqui, M. H. (2013). Inquiry Training Model of Teaching : A Search of Learning. 2(3), 109.
val=March_2013_1362230881_c12da_35.pdf