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Inquiry and IBL pedagogies H ow does IBL relate to our science curriculum?

Inquiry and IBL pedagogies H ow does IBL relate to our science curriculum?. Too l IJ-1: The potential of IBL to meet current curricular demands. Overview. Aim: To analyse the learning approaches that best address current educational demands To reflect on current teaching approaches

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Inquiry and IBL pedagogies H ow does IBL relate to our science curriculum?

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  1. Inquiry and IBL pedagogies How does IBL relate to our science curriculum? Tool IJ-1: The potential of IBL to meet current curricular demands

  2. Overview Aim: • To analyse the learning approaches that best address current educational demands • To reflect on current teaching approaches We will: • Examine extracts from policy documents • Discuss the implications for teaching • Make comparisons to current teaching approaches

  3. Key themes: the Eurydice report Many European countries (or regions) have a national strategy to explicitly promote the development of the key competences in science. Key competences concern the capacity of students to analyse, reason and communicate effectively as they pose, solve and interpret problems in a variety of subject matter areas. (EACEA, 2012)

  4. Key themes: the TIMSS report • High quality science education requires student to: • Apply knowledge and understanding to explain phenomena in everyday and abstract contexts • Apply understanding of scientific processes and show knowledge of scientific inquiry • (TIMSS, 2011)

  5. Questions for discussion • What does it mean to acquire the key competences? • What should a competent individual in science should be able to do? • What are the implications of a competence-orientated education? • What kind of learning situations trigger the development of competences?

  6. Examining national standards Consider the science education standards in your national curriculum. • What knowledge, skills and values should students acquire? • Is there any reference to key competencies? • If so, how are these described?

  7. Comparing teaching approaches Reflect on the teaching of science in your school. • What do science lessons look like? • What do students usually do during the lessons? • How often do students conduct activities such as: • posing questions and formulating problems? • designing and conducting experiments? • discussing alternative explanations? • using science to explain everyday situations?

  8. Finishing off Think about a lesson you have planned to teach in the next week and consider the demands on students. After the lesson reflect on the opportunities that occurred for the types of activity discussed in this session.

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