SYSTEMATIC APPROACH TO IBSE IMPLEMENTATION

Testimony from Trnava, Slovakia

Phases of IBSE implementation• Preparation phase • Application phase• Revision phase• Promoting phase

Preparation phase• Resources for teachers

• activities • methodological guides

• Communication tools• Accredited IBSE courses

• aimed at understanding of IBSE principles

Application phase• Selection of specifically active teachers

working on schools with innovative tendencies

• Materials to start with implementation• Teachers should be perceived as

partners in the project, not as „trained persons“

• Discussions with directors of the schools and with their superiors (local educational boards)

Revision phase• Revision of resources• Creation of new resources based on teachers ideas,

methodologically corrected by teacher trainers• Creation of environment which supports experience

exchange between teachers

Promoting phase• Active cooperation with pedagogical authorities• Promoting materials containing testimonies and photo

documentation (sent to schools)• Research papers published in different kinds of journals;

building up an awareness of IBSE

Content of the IBSE course

1. Teoretical background

2. Workshops

3. Final presentation

4. Follow up

Content of the IBSE course

1. Teoretical background - clarification of the main principles of the project

• Inquiry based science education• Introduction to work with pupils´ science preconceptions• Development of key competences• Concept of school subject “Science” as a part of school educational curriculum • Algorithm of scientific inquiry • Designing and further dealing inquiries in a topic: Relations in ecosystems • Designing and further dealing inquiries in a topic: Micro-world• Scientific communication. Oral and written forms of research reports and its significance for science and for science education. • Conceptual changes in understanding of main targets of elementary science education in traditional instruction and the IBSE instruction • Designing and further dealing inquiries in a topic: Soil content and soil properties• Meaningful use of different kinds of tool, aids and materials for support of IBSE activities. • Work in the field • Designing and further dealing inquiries in a topic: Water value in environment• Trial and experiment as two different practical activities; Scientific hypothesis, scientific prediction • Designing and further dealing inquiries in a topic: Air composition • Short introduction to evaluative process of science process skills development• Pupil´s science diary as a simple model of research report and its educational significance • How to use worksheets for support of pupils inquiry process and what are the reasons of its meaningful use• Graphs, diagrams, tables – how to use them in development of scientific thinking• Utilization of different kinds of secondary information sources – merits and approaches• Involvement of scientific community

Content of the IBSE course

2. Workshops – examples• Session 1: Preparation for practical activities in the 1st module: Research on ecosystems (identification

of relations). The 1st part : Mapping of the sample territory ; Methodology of catching sample animals ; Identification of the animal species.

• Session 2: Preparation for practical activities in the 1st module: Research on ecosystems (identification of relations). The 2nd part : Research on food chains and food nets of the chosen sample territory ; Research on relations between observed animals and abiotic factors of the sample territory.

• Session 3: Preparation for practical activities in the 1st module: Research on ecosystems (identification of relations). The 3rd part : Research on meadow ecosystem – relations between insects and flowers. Preparation of research protocols and research outcomes presented in drawn and verbal form.

• Session 4: Preparation for practical activities in the 2nd module: Research on micro-world. Sanitary function of soil.

• Session 5: Preparation for practical activities in the 2nd module: Research on micro-world. Cultivation and identification of micro organisms on simple cultivating mediums.

• Session 6: Preparation for practical activities in the 2nd module: Research on micro-world. Identification of factors which cause the process of fermentation. Setting a qualitative test for identification of carbon dioxide.

• Session 7: Preparation for practical activities in the 2nd module: Research on micro-world. Identification of conditions for fermentation

Content of the IBSE course

3. Final presentation

4. Follow up (during and after finishing the course)

It is very important to stand on the basic principles which should be interiorized by teachers into their

individual concept of teaching

The most important lessons:

We advice to start with:• offerring complex materials for smooth start • creating suitable legislation space• promoting vivid discussions between teachers from different schools• creation and handling IBSE course serious way

• with target to precise grasping of IBSE principles• speaking about IBSE anytime and everywhere