Inquiry Based Science Education

1. 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.

2. 1. Definition of elements for ESTABLISH IBSE materials Inquiry is the “intentional process of • diagnosing problems, • critiquing experiments, • distinguishing alternatives, • planning investigations, • researching conjectures, • searching for information, • constructing models, • debating with peers, • forming coherent arguments.

3. 1. Diagnosing problems • Students identify the core of the problems/ questions • Understand and use their prior knowledge to be able to form working hypothesis

4. 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

5. 3.Distinguishing Alternatives • Identify key elements of the problem • Identify ranking level for key elements • Express alternatives in suitable form • SWOT analysis

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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