Inquiry Based Science Teaching
and Learning Framework
Evaluating acids and bases using real world examples
This framework has been developed by a group of Discover Sensor facilitators/teachers working with Irish education consultants.
The framework is designed to be used when planning the teaching of a topic or a theme on the syllabus. This is referred to as a 'learning activity'.
- Firstly, the teacher must be clear on who the target audience is. What is the student cohort. Is this topic suitable for 1st years? Am I aiming at higher or ordinary level? What prior knowledge must the pupils have before I embark on this activity? One cannot teach Pressure without having first covered Force and Area. It is important to try find out what knowledge the pupils already have about the topic. This will allow you to gauge the level at which to pitch your lesson(s). It also helps to show up any misconceptions that the pupils may have. It is essential that these be noted and dealt with as the activity develops. If misconceptions are not eliminated, it is very difficult to make progress and introduce new ideas.
- Many pupils do not see the relevance of the activities we try to engage them in. They need to be stimulated or engaged - a stimulus to engage. This can be done using a video clip, PowerPoint, written article, story, demonstration, etc. The purpose is to excite and interest them. Encourage them to question! Ask them for their ideas and opinions on what they have seen or read.
- The teacher must now pose the science questions which will set the agenda for the activity with the pupils. These are the issues to be addressed and investigated during the activity. These are the 'must know' and 'must do'. These may lead to further questions and activities but the teacher must remain conscious of the syllabus requirements and time constraints.
- This leads to the teacher considering the learning outcomes to be achieved from this activity. These should be in the form "the pupil will..........". Learning outcomes can be divided into three categories; content, process and skills. Content refers to the factual knowledge that must be learned i.e. definitions, formulae, diagrams, etc. Process refers to the methods that the pupils become adept in when working at the activity -use of apparatus, manipulation of data, graphing, etc. The skills refer to the key skills as outlined by the NCCA.
Framing learning material in a real world context
- As the process develops, questions are needed to drive the learning towards the learning activities. The teacher must also think about questions which examine the pupils understanding of what is being done. The pupils must be asked to think about their own learning.
- At all times the pupils should be looking at developing the activity. New questions should arise and be explored. Time constraints may restrict how much of this can be done but it could form the kernel for future work in areas such as BT Young Scientist, SciFest and Coursework B of own choice.
- Sometimes we may be over or under ambitious in relation to learning outcomes. It is important that we reflect back to the learning outcomes to see what was achieved and if modification is required. Each class, each year, can mean different outcomes. The outcomes are specific to a group.
- A set of additional resources should be built up for each activity. This can be invaluable for other teachers or forum one is involved in. The resources could include examples of stimuli, ideas for investigations, website material, etc.
- With so much emphasis on the 'smart economy', it is good that as much ICT as possible is incorporated into activities. The use of sensors and data-loggers affords the opportunity of getting good reliable data quickly and so allowing time for analysis and evaluation. We need to look at how the use of ICT enhanced the learning. Much of the resource material on the internet will stimulate and excite pupils. Many animations etc. make it much easier for a topic or phenomenon to be introduced, demonstrated or explained.