1. IBSME Teasers a x 9 (hand calculus) Clap 1-100 table – patterns

2. IBSME Inquiry Based Science and Mathematics Education

3. IBSME Trend: Science for all, kitchen physics, hands on, students as scientists Why?

4. IBSME Lack of experiences with basic concepts (fire, energy, force displacement…) maybe because of too much time in institutions School for all does not go along with theoretical physics More focus on competencies Lack of science interest among students

5. IBSME The European Commission initiated a program: Science Education NOW - A renewed pedagogy for the future of Europe:

6. IBSME

7. IBSME

8. IBSME Unit: 10-20 lessons (sequence of learning experinces) Content (phenomena and basic concepts) Students pre knowledge Storyline Formative Assessment – Examples (Calculus drawings, write a story that covers a given calculus exercise, student making exercises, concept card) Learning experiences Motivation Goals Structure the learning experience Discussions and questions Writing/recording

9. IBSME Questions: What will happen? What do you think will happen? Which one will work best to your opinion?

10. IBSME Group work Presentations

11. IBSME Outcome/benefits from IBSME? Competence: learning how to learn

12. IBSME Formative assessment: Today, how-ever, there are compelling research results indicating that the practice of formative assessment may be the most significant single factor in raising the academic achievement of all students—and especially that of lower-achieving students (Black & Wiliam, 1998a).

13. IBSME Formative assessment:...teachers need to use information about where students are in relation to learning goals. Stated more bluntly, it is not possible to practice inquiry-based approaches in the classroom without also using formative assessment practices.

14. IBSME Formative assessment: In a review of research on assessment and classroom learning, Black and Wiliam (1998a) identified and analyzed 250 studies comparing classrooms where formative assessment was and was not practiced. This revealed striking evidence that, on almost every kind of academic measure, students whose teachers systematically applied formative assessment techniques outperformed similar students who did not receive such treatment. These differences were significant, both statistically and educationally (Black & Wiliam, 1998a).

15. IBSME It is worth noting here that the measures used in research studies to detect advances in learning were regular tests of the kind currently used. Thus, the time needed for formative assessment is in fact contributing to learning and success on all measures, including standard tests.) Even more convincing evidence can come from teachers who practice formative assessment— and from the students who have experienced it

16. IBSME Scientific Literacy?....not just with more facts and skills, but with “the capacity to readily acquire new knowledge, to solve new problems, and to employ creativity and critical thinking in the design of new approaches to existing problems”

17. IBSME Scientific Literacy? …..to “identify questions and to draw evidence-based conclusions in order to understand and help make decisions about the natural world and the changes made to it through human activity” (Organization for Economic Cooperation and Development, 1999).”

18. IBSME According to the National Science Education Standards (NRC, 1996, page 2): “inquiry is central to science learning.” This learning can only take place, however, if the teacher knows where students are along the paths toward specific goals. Without this information, teachers cannot identify the next steps that students are capable of taking with understanding. In addition, the more that students themselves are involved, the more likely it is they will be able—and will want—to take these next steps.

19. IBSME Formative assessment: Today, how-ever, there are compelling research results indicating that the practice of formative assessment may be the most significant single factor in raising the academic achievement of all students—and especially that of lower-achieving students (Black & Wiliam, 1998a).