ibse and how children learn
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IBSE and how children learn. Wynne Harlen Fibonacci European Training Session, March 21 st 2012. Agenda. IBSE and why it is important Why start at the primary level What we know about how children learn The importance of skills Implications for pupils activities - PowerPoint PPT PresentationTRANSCRIPT
IBSE and how children learn
Wynne HarlenFibonacci European Training Session, March
21st 2012
Agenda
IBSE and why it is importantWhy start at the primary levelWhat we know about how children learnThe importance of skills Implications for pupils activitiesImplications for teachers’ activitiesImplications for CPD
Defining inquiry-based science education
IBSE means students progressively developing key scientific ideas through learning how to investigate and build their knowledge and understanding of the world around. They use skills employed by scientists such as raising questions, collecting data, reasoning and reviewing evidence in the light of what is already known, drawing conclusions and discussing results. This learning process is all supported by an inquiry-based pedagogy, where pedagogy is taken to mean not only the act of teaching but also its underpinning justifications.(IAP 2011)
Why IBSESome possible reasons:1. To provide more future students of science who will
become scientists and technologists?2. To give provide scientific literacy for all students
whether on not they will continue to study science?3. To develop skills of inquiry that can be used in other
areas besides science?4. To give students sound understanding of scientific
concepts?5. To ensure students know key scientific facts?6. To promote life-long learning?
2 important answers to ‘Why IBSE ?’Current views of learning
active participation of learnersfirst hand experienceemphasis on value of talk, dialogue, reflection
Current views of what students need to learnscientific literacy learning how to learn throughout life
Why IBSE? Reason 1IBSE is consistent with current views of how
learning takes place, that is that:children work things out for themselves from an
early age (eg from repeated actions) they often arrive at ideas that conflict with scientific
ones because they are based on young children’s necessarily limited experience and reasoning
seen from the children’s point of view they are reasonable
these ideas cannot be easily replaced by giving the ‘right’ answer
Why IBSE? Reason 2IBSE is consistent with current views of what
students need to learn in preparation for the modern world:A grasp of the ‘big ideas’ which enable active
participation in science and technology-related decisions (‘scientific literacy’)
A basic understanding of what science is, how it works and its strengths and limitations
Ability to continue learning, developing awareness and understanding of the process of learning, through reflection on what has been learned and how.
Why start at the primary level?Children are developing ideas about the world around
them whether or not they are taught science (Piaget, Osborne and Freyberg, SPACE)
Their ideas result from (limited) reasoning and may be ‘unscientific’ but need to be taken seriously
Moving towards more scientific ideas means using the skills of scientific inquiry
Attitudes (towards science and of science) develop earlyDeveloping and changing science skills and ideas
contributes to developing habits of learning and reflection.
What we know about how children learnEvidence collected by Piaget and later by otherschildren work things out for themselves from an
early age – from repeated actions they often arrive at ideas that conflict with scientific
ones because they are based on young children’s necessarily limited experience and reasoning
seen from the children’s point of view they are reasonable
The rain cycle
Inside the incubating egg
Or…
Seeing the bottle
‘your eyes sort of work like a light’
How students are learning in an inquiry classroomLearners making sense of new experiences
for (not by) themselvesBeing active in constructing knowledge
through their mental and physical activity (not passive receivers)
Linking new experiences to past onesTesting ideas and reconstructing their own
ideasUsing ideas from others
Existing idea Possible explanation
Prediction
Plan and conduct investigation
Interpret data
New experience/question
Conclusion
Alternativeideas
Bigger idea
A framework for learning through inquiry
Existing idea Possible explanation
New experience/questionAlternativeideas
Existing idea Possible explanation
Prediction
Plan and conduct investigation
Interpret data
New experience/questionAlternativeideas
Existing idea Possible explanation
Prediction
Plan and conduct investigation
Interpret data
New experience/question
Conclusion
Alternativeideas
Bigger idea
The role of inquiry in learning science: two caveatsNot all learning in science involves inquiry
Conventions, names, etc are best taught directly
But when understanding is the aim, then inquiry is the appropriate approach
Not all use of inquiry skills in science is scientific inquiryThe content on which inquiry skills are used
must enable the development of science concepts
For genuine inquiry, learners don’t know the answer to the question or problem they are investigating.
Inquiry in action: classroom prerequisitesMaterials and equipment appropriate for the activities and age of the
pupils Access to secondary sources of informationClassroom arranged for pupils to work in groupsGiving sufficient time is for discussing pupils’ ideas, clarifying the
question being investigated, collecting data, discussing what has been done and found out
Pupils have note books or folders for keeping their recordsPupils are taught techniques for using equipment, including measuring
instruments, safely and effectivelyPupils are helped to use appropriate scientific terms and
representationsTolerance and mutual respect are encouraged Pupils’ work is displayed in the classroom.
Inquiry in action: experiences of learners Pursuing questions which they have identified as their own even if
introduced by the teacher Raising further questions which can lead to investigations Making predictions based on what they think or find out Taking part in planning investigations with appropriate controls to answer
specific questions Carrying out investigations Gathering evidence by observing real events or using other sources which
enables them to test their predictions Considering how their results answer the investigation question Trying to explain their results Collaborating in group work Talking to each other or to the teacher about what they are observing or
investigating etc
Inquiry in action: teachers’ activitiesAsking for pupils’ own ideasHelping pupils to express their ideas clearlyGiving pupils positive feedbackEncouraging pupils’ questionsInvolving pupils in planning investigations with
appropriate controlsEnsuring pupils check their resultsHelping pupils to keep notes and systematic recordsetc
Rationale for the diagnostic toolThis is the thinking that has been built into the
Fibonacci Diagnostic toolOver to Susana