Inquiry and IBL pedagogies

What do inquiry tasks look like in science?

Tool IH-3: Comparing approaches

Overview

Aims: To develop an understanding of approaches that facilitate student inquiry in the classroomWe will:• Compare structured and unstructured tasks;• Discuss the issues when using unstructured

tasks;• Share teaching approaches suitable to lead

students’ inquiry.

Comparing tasks

Use the examples of structured and unstructured versions of a task to discuss:• What decisions have been left to the students?• Which task do you think may be perceived as

more challenging or motivating for students?• Which task promotes students’ autonomy and

decision making?• What pedagogical issues will arise when you

start to use unstructured problems like this?

Identifying issues

Share as a group the issues that emerged from your discussions in pairs.

Make a list of the main points.

Developing strategies to lead inquiry

What kind of strategies might you use to lead students’ inquiry using unstructured tasks?

Finishing offFocus on a strategy that you could use with one of your classes. Select a suitable unstructured activity and try using the strategy.

Be ready to report back at the next session on how this worked with the group.