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
Teoretical background
2. Workshops
3. Final presentation
4. Follow up
1.
Content of the IBSE course
1. Teoretical background - clarification of the
main principles of the project
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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
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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