ibse and how children learn

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IBSE and how children learn Wynne Harlen Fibonacci European Training Session, March 21 st 2012

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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 Presentation

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Page 1: IBSE and how children learn

IBSE and how children learn

Wynne HarlenFibonacci European Training Session, March

21st 2012

Page 2: IBSE and how children learn

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

Page 3: IBSE and how children learn

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)

Page 4: IBSE and how children learn

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?

Page 5: IBSE and how children learn

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

Page 6: IBSE and how children learn

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

Page 7: IBSE and how children learn

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.

Page 8: IBSE and how children learn

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.

Page 9: IBSE and how children learn

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

Page 10: IBSE and how children learn

The rain cycle

Page 11: IBSE and how children learn

Inside the incubating egg

Page 12: IBSE and how children learn

Or…

Page 13: IBSE and how children learn

Seeing the bottle

Page 14: IBSE and how children learn

‘your eyes sort of work like a light’

Page 15: IBSE and how children learn
Page 16: IBSE and how children learn
Page 17: IBSE and how children learn

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

Page 18: IBSE and how children learn

Existing idea Possible explanation

Prediction

Plan and conduct investigation

Interpret data

New experience/question

Conclusion

Alternativeideas

Bigger idea

A framework for learning through inquiry

Page 19: IBSE and how children learn

Existing idea Possible explanation

New experience/questionAlternativeideas

Page 20: IBSE and how children learn

Existing idea Possible explanation

Prediction

Plan and conduct investigation

Interpret data

New experience/questionAlternativeideas

Page 21: IBSE and how children learn

Existing idea Possible explanation

Prediction

Plan and conduct investigation

Interpret data

New experience/question

Conclusion

Alternativeideas

Bigger idea

Page 22: IBSE and how children learn

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.

Page 23: IBSE and how children learn

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.

Page 24: IBSE and how children learn

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

Page 25: IBSE and how children learn

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

Page 26: IBSE and how children learn

Rationale for the diagnostic toolThis is the thinking that has been built into the

Fibonacci Diagnostic toolOver to Susana