Inductive Thinking Model

This model has students form concepts and generalizations from a set of data or
observations. Students develop the skills of identifying patterns, trends, investigating cause and
effect, apply previous knowledge to their new experience, evaluate their conclusions in light of
established theories and laws and revise their initial conclusions. This technique promotes
constructivism because students must build their concepts and explanations from their
experiences.
Inductive reasoning promotes
constructivism because it involves
making sense of data and experiences
to develop generalizations and themes
and then seeing if these generalizations
and themes can be applied to additional
scenarios.

Source: http://rebelbrown.com/wpcontent/uploads/2013/07/Fueling-InnovationDeductive-vs.-Inductive.jpg

Example: The Marble Shooter Lab (see attachment). In this lab students investigate two
variables (the angle of marble release and the force used to launch the marble). After creating a
data table students are challenged to hit a target at a specifed distance.

Lesson Progression

students are instructed on how to use the marble shooter and start collecting data to fll in their
data table in the open investigation stage.
students analyze the patterns and make predictions on which force and angle will allow them to
hit a target
Students test their hypothesis
make adjustments to marble shooter as necessary

Students draw a launching distance and have a couple of attempts to hit the target. Students get
feedback on their accuracy by how close to the bullseye the marble lands. Optional fnal challenge: all
groups get one attempt to shoot the marble in a cup at a distance that is not on the data collection
table - they must interpolate from their results
Students draw conclusions about the infuence of launch angle and force based on their investigations
to develop overarching statements and apply physics vocabulary.

Data
collection
Pattern
Analysis
Self
evaluation of
results
Testing of
hypothesis
Create
generalizatio
ns

Constructivism Applied
The scaffolding or existing knowledge base for this lesson is formed when the students
complete their data table. This activity levels the playing feld for the students because all
students will have a common experience to draw from before engaging in the target challenge.
Prior to the target challenge, students analyze their data to fnd patterns and trends. When the
students select a specifc distance from a stack, they must apply their knowledge to hit the
target. If they are allowed multiple attempts, students can make adjustments based on the
feedback of their earlier launches. After the challenges have taken place students must take
their data to synthesize generalizations about the physics involved in the lab and then extend
them to other scenarios. In their generalizations, students can use the claim (generalization),
evidence (from the lab), reasoning (why the evidence supports the claim) model and use
proper terminology.