Scientix: Seminario IBL - Setubal, Portugal, 24 October 2015
1. The work presented in this document/ workshop is supported by the
European Commission’s FP7 programme – project Scientix 2 (Grant
agreement N. 337250), coordinated by European Schoolnet (EUN). The
content of this document/workshop is the sole responsibility of the organizer
and it does not represent the opinion of the European Commission, and the
Commission is not responsible for any use that might be made of information
contained herein.
Inquiry-based Learning
Aspects of innovation in science education
Viola Pinzi
24/10/2015
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European Schoolnet and key areas
• network of 30 European Ministries of Education
• not-for-profit organisation
• aim to bring innovation in teaching and learning to stakeholders
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Key aspects for science education
3 major issues and
areas of intervention
in STEM in Education
[Source: EUN Academy, Durando M., 2014]
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Recommendation 1
“ Science education should be an essential component of a learning continuum
for all, from pre-school to active engaged citizenship.’’
Education policies and systems should:
• Ensure that science is an essential component of compulsory education for all students
• Support schools, teachers, teacher educators and students of all ages to adopt an
inquiry approach to science education as part of the core framework of science
education for all
Extract from SCIENCE EDUCATION for Responsible Citizenship,
Report to the European Commission of the Expert group on Science Education, 2015
Innovation in science education
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scientix.eu
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Key strategies: IBL/IBSE process
Learning process
• not only factual knowledge
• questions, problems and scenarios
• wide range of activities
Inquiry Based Science Education
progressive development of scientific ideas
conducting own investigation
while building knowledge and
understanding the world
I do, I understand
www.scientix.eu/web/scientix-cop-02/ibse
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Go-Lab project: IBL approach made real
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Lab Repository
Select a lab and
guidance apps
Graasp
Create or repurpose
enclosing inquiry
learning space
http://www.golabz.eu
http://graasp.eu
Go-Lab project: core components
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Go-Lab Inquiry Learning Spaces - ILS
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Go-Lab project: Large-scale school pilots - 1
• Implemented in 3 phases
• 1000 schools
• 15 countries
• Activities integrated in a series of
national and international events
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Go-Lab project: Large-scale school pilots - 2
Country Target
No Schools
Pilots – Phase
A
Pilots – Phase
B
Pilots – Phase
C
Netherlands 40 4 16 20
Cyprus 40 4 16 20
Germany 100 10 40 50
Spain 60 6 24 30
Austria 100 10 40 50
Estonia 40 4 16 20
Switzerland 70 7 28 35
UK 70 7 28 35
Portugal 100 10 40 50
Greece
Bulgaria
Romania
220 22 88 110
Belgium
Poland
Italy
160 16 64 80
Total 1000 100 400 500
GoLab in Portugal
Many active teachers
At the moment
104 teachers involved
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Go-Lab project: Large-scale school pilots - 3
Implementation phase A with 100 pilot schools
During this phase
• partners organized training workshops with teachers
• activities involved the use of online labs standalone & some existing or already
developed Inquiry Learning Spaces with minimum authoring by teachers
Implementation phase B with 500 pilot schools
During this phase, schools are using the system more extensively and at 3 levels
• use the Go-Lab repository of labs
• implement existing Inquiry Learning Spaces developed by the project teams
• develop new or adapt existing Inquiry Learning Spaces
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Go-Lab project: Evaluation 1 - Students
Measuring
• Domain knowledge
• Inquiry skills
• Attitude towards science
• Motivation
• Understanding of the Nature of science
Through
• Experimental studies
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Go-Lab project: Evaluation 2 - Teachers
Measuring
• Knowledge
• Skills
• Affective domain constructs
Through
• Pre-questionnaire: to be filled before teachers embark on
any Go-Lab related activity
• Post-questionnaire: to be filled after the completion of any
Go-Lab related activity