Inquiry and IBL pedagogies What do inquiry tasks
Inquiry and IBL pedagogies What do inquiry tasks look like in science? Tool IH-1: Exploring teachers’ ideas © 2016 mascil project (G. A. no. 320693). Lead partner University of Nottingham; CC-NC-SA 4. 0 license granted. The project mascil has received funding from the European Union’s Seventh Framework Programme (FP 7/2007 -2013).
Overview Aim: To build a common understanding of IBL and the associated processes of value in learning We will: • Examine some science activities in pairs; • Discuss the IBL features of these activities; • Revise one of the activities to further develop the IBL features.
Exploring the meaning of IBL in science tasks Use the examples brought to the session as a basis for discussion. • What does IBL mean to you? • What do you think IBL looks like?
Identifying limitations As a group, discuss the limitations of activities that: • Focus on prescribed procedures; • Leave little space for students to think or make decisions; • Do not promote discussion, reasoning or the development of evidence-based explanations.
Identifying key features Share your examples of good IBL practice. Discuss how these examples provide opportunities for students to: • explore situations; • pose questions; • plan investigations; • make decisions; • experiment systematically; • interpret and evaluate; • reason and explain; • communicate results.
Enhancing the IBL potential Choose one of the activities brought to the session. Work together in pairs to find ways to make this task more IBLorientated.
Finishing off Share some of your ideas and plan how you can use the task you have worked on with one of your own classes. Use the task with the class and observe the effects on student learning. Reflect on your experience and consider changes that might further develop the IBL potential of the activity.
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