Tool IJ-3: The potential of IBL to promote key competencies Inquiry and IBL pedagogies How does IBL relate to our science curriculum? Tool IJ-3: The potential of IBL to promote key competencies © 2016 mascil project (G.A. no. 320693). Lead partner University of Nottingham; CC-NC-SA 4.0 license granted. The project mascil has received funding from the European Union’s Seventh Framework Programme (FP7/2007-2013).

Overview Aim: To further develop understanding of how IBL relates to key competencies. We will: Identify key competencies from reports; Discuss the role of IBL in developing these competencies. This tool aims to promote thinking about different teaching approaches and the competencies students will develop. The tool involves a short whole group discussion about using IBL in the science classroom and time for individual reflection.

Identifying key competencies The emphasis in science education before 14 should be on engagement. Evidence would suggest that this is best achieved through opportunities for extended investigative work, and ‘hands-on’ experimentation and not through a stress on the acquisition of canonical concepts. (Osborne and Dillon, 2008) What are the implications for teaching practices suggested by this recommendation? As a group, discuss the following recommendation from the report ‘Science Education in Europe: Critical Reflections’ (Osborne and Dillon, 2008) and draw some conclusions in terms of teaching practices. “The emphasis in science education before 14 should be on engagement. Evidence would suggest that this is best achieved through opportunities for extended investigative work, and ‘hands-on’ experimentation and not through a stress on the acquisition of canonical concepts”.

Relating IBL to key competencies Inquiry is the intentional process of diagnosing problems, critiquing experiments, and distinguishing alternatives, planning investigations, researching conjectures, searching for information, constructing models, debating with peers, and forming coherent arguments.  (Linn, Davis, & Bell, 2004) What differences between inquiry-based learning and transmission pedagogies are suggested here? According to the definition below, inquiry-based learning can be compared to transmission pedagogies in terms of the potential to promote problem solving skills, critical thinking and science knowledge application. “inquiry is the intentional process of diagnosing problems, critiquing experiments, and distinguishing alternatives, planning investigations, researching conjectures, searching for information, constructing models, debating with peers, and forming coherent arguments” (Linn, Davis, & Bell, 2004).

Finishing off Consider a lesson that you are planning to teach in the next week and reflect on: the teaching approaches you will use; the competencies students will develop. Consider a lesson you are planning to teach in the next week and reflect on: the teaching approaches you will use; the competencies students will develop.   References Linn, M. C., Davis, E. A., & Bell, P. (2004). Inquiry and technology. Internet environments for science education, 3-28. Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections (Vol. 13). London: The Nuffield Foundation.