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Inquiry and IBL pedagogies What do inquiry tasks look like in science?

Inquiry and IBL pedagogies What do inquiry tasks look like in science?. Too l IH-1: Exploring teachers’ ideas. 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;

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Inquiry and IBL pedagogies What do inquiry tasks look like in science?

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  1. Inquiry and IBL pedagogies What do inquiry tasks look like in science? Tool IH-1: Exploring teachers’ ideas

  2. 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.

  3. 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?

  4. 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.

  5. Identifying key features Share your examples of good IBL practice. How do they provide opportunities for students to: • explore situations; • pose questions; • plan investigations; • make decisions; • experiment systematically; • interpret and evaluate; • reason and explain; • communicate results.

  6. Enhancing the IBL potential • Choose one of the activities brought to the session. • Find ways to make this task more IBL-orientated.

  7. Finishing off • Use the task you have worked on with a class; • Observe the effects on student learning; • Reflect on changes that might further develop the IBL potential of the activity.

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