Inquiry and IBL pedagogies

How does IBL relate to our science curriculum?

Tool IJ-2: IBL, inquiry skills and the nature of science

Overview

Aim: • To develop understanding of the purposes of

science educationWe will:• Examine key themes in science reports • Discuss the purposes of scientific knowledge • Work in pairs to explore the potential of IBL

in promoting an adequate view of science

Science education in Europe

“The primary goal of science education across the EU should be to educate students both about the major explanations of the material world that science offers and about the way science works”.

(Osborne & Dillon, 2008)

Critical reflections

Science education should therefore present science as a key human activity, which provides the most important explanations we have of the material world. In addition, some understanding of the practices and processes of science is essential to appreciate the value of scientific knowledge and engage with many of the issues confronting contemporary society.

Questions for discussion

Consider the following questions: • What is the purpose of introducing

students to the use of scientific processes?

• Why is it important to know about the way science works?

Defining IBL

‘a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations and predictions; and communicating results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations’

(National Research Council, 1996:23)

IBL in relation to science

From a situated cognition perspective, knowledge is linked to activity and the situation under which the knowledge is acquired. Thus, scientific inquiry may provide a viable context for discussion and reflection within which learners can develop nature of science conceptions. (Schwartz, Lederman and Crawford, 2004)

To what extent could IBL be used to promote an adequate view of science?

Finishing off

You may want to spend some more time reading the two science reports used in this session, using the discussion questions from this session as a basis for further reflection.