Transcript View_of_IBSE

Inquiry Based Science Education
The ESTABLISH project has received funding from the
European Union’s Seventh Framework Programme
[FP7/2007-2013] under grant agreement n° 244749
The views and opinions reflect those of the authors
and the European Union is not liable for any use that
may be made of the information contained therein.
1. Definition of elements for ESTABLISH
IBSE materials
Inquiry is the “intentional process of
1. diagnosing problems,
2. critiquing experiments,
3. distinguishing alternatives,
4. planning investigations,
5. researching conjectures,
6. searching for information,
7. constructing models,
8. debating with peers,
9. forming coherent arguments.
1. Diagnosing problems
• Students identify the core of the problems/
questions
• Understand and use their prior knowledge
to be able to form working hypothesis
2.Critiquing Experiments
In order to critique experiments intentionally
and effectively, students need:
• Experience
• Analytical skills
• Reflective Skills
• Formulating arguments
• State outcomes in a comparative way
• Suggest further developments
3.Distinguishing Alternatives
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Identify key elements of the problem
Identify ranking level for key elements
Express alternatives in suitable form
SWOT analysis
4.Planning Investigations
• Moving from a base of inquiry initiated by
student/teacher/ other.....
• Establishing the hypothesis in a realistic
way towards a goal
• Consider the hypothesis and methods of
answering the hypothesis
• Planning involves setting time frame, steps
involved, resources required and training
in use of any equipment
• Monitor and review of approach
5.Researching conjectures
(Meaning=Testing hypothesis)
• Follows from observations/ facts
previously gathered and some preliminary
theory / hypothesis that is to be tested
• Not just observing but considering why!!
• Open ended
6.Searching for information
• The ability to define what you need to
search using the right resources and how
to do this and where
• To identify possible sources of information
relating to possible intervening variables
7.Constructing models
Students try to find something which:
• Enables description, understanding,
explaining, prediction
• Can be different types and levels
(qualitative, quantitative, computer
simulations...)
• May be checked, proved, disproved,
adapted, improved, or abandoned
8.Debating with peers
• Choose the group of science peers (in the class, school)
• Prepare interview including teacher and peer about
searching methods, meaning of IBSE, students needs, skills
and competencies
• Discussion re different interpretations of experimental
results/interpretation/
• Cooperative /collaborative
• Prepare interview teachers and peers...
• Divide class in small groups – according to interests
• Discussion within group – choose 1 peer
• Peer discuss with class group – controlled by teacher
• Class discussion – teacher control, conclusions from
discussion
9.Forming coherent arguments
• Putting forward logical reasons
• This is not inquiry, but can be part of
inquiry process in the following way.....
• Students building on evidence/ information
so as to be able to present this as a
logical, evidence-based communicative
format...e.g. Model, solution/conclusion to
the process that explains and may include
evidence for and against
Other elements in ESTABLISH
• Experimentation (hands on)
• Links to industry (Core element 2)
• Interaction with industry/ daily lives/
environmental issues (Core element 2)
• Starting point for inquiry
• Communication between scientists and
young people
• Reporting and assessing
Other elements in ESTABLISH
continued
• Innovation and creativity
• Divergent thinking
• Student relevant (interesting, challenging,
contemporary, inside and outside school)
• Student/ teacher attitudes to science
• Student centred- mixed ability, gender,
individual
• Appropriate for teacher training