Systematic approach to IBSE implementation

1. Systematic approach to IBSE implementation Testimony from Trnava, Slovakia

2. Phases of IBSE implementation • Preparation phase • Application phase • Revision phase • Promoting phase

3. Preparation phase • Resources for teachers • activities • methodological guides • Communication tools • Accredited IBSE courses • aimed at understanding of IBSE principles

4. Application phase • Selection of specifically active teachers working on schools with innovative tendencies • Materials to start with implementation • Teachers should be perceived as partners in the project, not as „trained persons“ • Discussions with directors of the schools and with their superiors (local educational boards)

5. Revision phase • Revision of resources • Creation of new resources based on teachers ideas, methodologically corrected by teacher trainers • Creation of environment which supports experience exchange between teachers

6. Promoting phase • Active cooperation with pedagogical authorities • Promoting materials containing testimonies and photo documentation (sent to schools) • Research papers published in different kinds of journals; building up an awareness of IBSE

7. Content of the IBSE course • Teoreticalbackground • Workshops • Finalpresentation • Followup

8. Content of the IBSE course • Teoreticalbackground - clarificationof the main principles of the project • Inquiry based science education • Introduction to work with pupils´ science preconceptions • Development of key competences • Concept of school subject “Science” as a part of school educational curriculum • Algorithm of scientific inquiry • Designing and further dealing inquiries in a topic: Relations in ecosystems • Designing and further dealing inquiries in a topic: Micro-world • Scientific communication. Oral and written forms of research reports and its significance for science and for science education. • Conceptual changes in understanding of main targets of elementary science education in traditional instruction and the IBSE instruction • Designing and further dealing inquiries in a topic: Soil content and soil properties • Meaningful use of different kinds of tool, aids and materials for support of IBSE activities. • Work in the field • Designing and further dealing inquiries in a topic: Water value in environment • Trial and experiment as two different practical activities; Scientific hypothesis, scientific prediction • Designing and further dealing inquiries in a topic: Air composition • Short introduction to evaluative process of science process skills development • Pupil´s science diary as a simple model of research report and its educational significance • How to use worksheets for support of pupils inquiry process and what are the reasons of its meaningful use • Graphs, diagrams, tables – how to use them in development of scientific thinking • Utilization of different kinds of secondary information sources – merits and approaches • Involvement of scientific community

9. Content of the IBSE course 2. Workshops – examples • Session 1: Preparation for practical activities in the 1st module: Research on ecosystems (identification of relations). The 1st part : Mapping of the sample territory ; Methodology of catching sample animals ; Identification of the animal species. • Session 2: Preparation for practical activities in the 1st module: Research on ecosystems (identification of relations). The 2nd part : Research on food chains and food nets of the chosen sample territory ; Research on relations between observed animals and abiotic factors of the sample territory. • Session 3: Preparation for practical activities in the 1st module: Research on ecosystems (identification of relations). The 3rd part : Research on meadow ecosystem – relations between insects and flowers. Preparation of research protocols and research outcomes presented in drawn and verbal form. • Session 4: Preparation for practical activities in the 2nd module: Research on micro-world. Sanitary function of soil. • Session 5: Preparation for practical activities in the 2nd module: Research on micro-world. Cultivation and identification of micro organisms on simple cultivating mediums. • Session 6: Preparation for practical activities in the 2nd module: Research on micro-world. Identification of factors which cause the process of fermentation. Setting a qualitative test for identification of carbon dioxide. • Session 7: Preparation for practical activities in the 2nd module: Research on micro-world. Identification of conditions for fermentation

10. Content of the IBSE course 3. Finalpresentation 4. Followup(during and afterfinishingthecourse) It is very important to stand on the basic principles which should be interiorized by teachers into their individual concept of teaching

11. The most important lessons: Weadvice to startwith: • offerring complex materials for smooth start • creating suitable legislation space • promoting vivid discussions between teachers from different schools • creation and handling IBSE course serious way • with target to precise grasping of IBSE principles • speaking about IBSE anytime and everywhere