Inquiry and IBL pedagogies

What do inquiry tasks look like in science?

Tool 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;• 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

•explore situations;•pose questions;•plan investigations;•make decisions;

•experiment systematically;• interpret and evaluate;• reason and explain;• communicate results.

Share your examples of good IBL practice.

How do they provide opportunities for students to:

Enhancing the IBL potential

• Choose one of the activities brought to the session.

• Find ways to make this task more IBL-orientated.

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.