Inquiry and IBL pedagogies What do inquiry tasks look like in science? Tool IH-1: Exploring teachers’ ideas.

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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.