1. What scientific questions do you have about the objects on your table? Why might it be important to find out the answers to some of these questions? Share your ideas.......

2. Enquiry/inquiry 1 PGCE STG

3. Learning objectives What is inquiry-based science learning (IBSE) ? Why has the EU spent millions of Euro on projects about IBSE? What is recent research indicating about teaching and assessing IBSE?

4. Your experience What is your definition of inquiry and inquiry- based learning? How is an inquiry approach different from other types of practical? Which inquiry-based activities have you observed so far in your SE1 school or primary?

5. Possible Definition? Inquiry-based science learning sees students learning through inquiry, using skills employed by scientists such as raising questions, collecting data, reasoning, reviewing evidence, drawing conclusions and discussing results. When students learn through inquiry they can develop scientific knowledge and they can also learn about inquiry, including the processes of science and how to construct reliable, valid and accurate investigations. (Wellcome 2013)

6. The scientific inquiry process is… Experience and explore the world around them. Ask questions based on the exploration. Consider how you could find out the answer to your question. Collect evidence to answer the question and consider how good it is. Answer the question (if possible). Explain the findings.

7. Types of Enquiry Observing over time Identifying and classifying Pattern seeking Research Fair testing

8. Inquiry in School Science Generally practicals are presented as recipes to follow so that students experience scientific phenomena The raising of questions about phenomena lies with the teacher rather than the student Most practicals involve the student in collecting and presenting data that is made sense of by the teacher So practicals do not aid conceptual development nor understanding and development of inquiry skills beyond practice of a limited number of skills

9. OfSTED 2013 The best teaching in these schools: was driven by determined subject leadership that put scientific enquiry at the heart of science teaching and coupled it with substantial expertise in how pupils learn set out to sustain pupils’ natural curiosity, so that they were eager to learn the subject content as well as develop the necessary investigative skills was informed by accurate and timely assessment of how well pupils were developing their understanding of science concepts, and their skills in analysis and interpretation so that teaching could respond to and extend pupils’ learning. Maintaining Curiosity(OfSTED 2013)

10. Wellcome Trust Seminar(2013) 1)Variations in the definition of inquiry-based learning 2)is a lack of robust research evidence demonstrating the positive impacts of learning through inquiry. 3) Teacher preparation must cover understanding about inquiry as well as the necessary PCK to teach through inquiry. 4)Science departments need to be appropriately resourced 5)Assessment issues not addressed

12. SAILS aims to prepare science teachers, not only to be able to teach science through inquiry, but also to be confident and competent in the assessment of their students’ learning through inquiry.

13. SAILS partners

14. 3 cohorts Units and case studies Community of practice www.sails-project.eu

15. Assessment A valid assessment is one that measures the behaviours and understanding that you value within the learning How might we assess how good children are at inquiry?

16. Assessment of Enquiry Assessment and Performance Unit (APU) found that children performed differently when doing enquiry compared to written questions about inquiry. Why do you think this is? Strategies for Assessment of Inquiry-based Learning in Science (SAILS) project found that students performed differently while doing enquiry compared to what they included in their writeup. Why do you think this is?

17. What question can we ask?

18. Teacher Question Will the fruit sink or float? Why?

19. Pupil Questions What makes the fruit sink or float? Can you make the floating fruit sink or the sinking fruit float? Does floating change if you take off the skin? bake it? break it into pieces/ squash it? put holes in it? Why does a peeled satsuma always float the same way up? Will it float differently in salt water? hot water? Iced water?

20. SAILS Activiies Try out the SAILS activities provided - which would you select to teach and why? Write down the assessment evidence that teachers should look for in two of the SAILS activities

21. Assessment The assessment for 2 of the enquiries is given. Could you assess other things in these two inquiries? Explain how you would go about this. For the Basil plant inquiry and the Choc chip cookie, work out what assessments you might do during the inquiry and which you might do from the writeup.

22. Learning objectives What is inquiry-based science learning (IBSE) ? Why has the EU spent millions of Euro on projects about IBSE? What is recent research indicating about teaching and assessing IBSE? What are your Learning Outcomes for each of these?

23. Links to resources/references It’s not fair or is it? Excellent book on developing enquiry at Primary level.