The Inquiry Based Science Teaching
and Learning Framework
www.discoversensors.ie
SUPPORTING INQUIRY BASED TEACHING & LEARNING
What is the Learning Framework?
The Discover Sensors framework has been
developed by a group of Discover Sensor
facilitators and teachers working with Irish
education consultants and academics.
The DS 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'.
SUPPORTING INQUIRY BASED TEACHING & LEARNING
What it looks like
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Topic/Learning Activity
Title and syllabus reference:
Current Electricity OP50 / 3C3
Student Cohort
Student level: Prior knowledge required by the students:
Static electricity, atomic structure, energy conversions
Stimulus to Engage
How do you get the students interested in the topic to start?
Phet, Circuits set up, Electrstorm, Wire wool and battery
Science Questions
What is Electric Current?
What makes it happen?
Learning Outcomes
Content Knowledge: As per Syllabus: current as a flow of charge;
measuring current; measuring potential difference (voltage) and
resistance (for metallic conductors).
Establish relationship between voltage, current and resistance.
Process: Investigation – Big Circuit, Ropes for
Resistance. Ohms Law inv.
Data representation /Graphing
Questioning
Logical Thinking
Working with others
Communicating
ICT – Phet, dataloggers
Managing myself
Skills:
Questions during Activity
Questions to drive student learning (directing them to the learning outcomes):
Where are electrons coming from?
What makes them move?
Can I slow them down?
Can I get them to go faster?
What do you think will happen if I -------?
How could I make bulb brighter, dimmer -------?
Questions to probe understanding:
Why does bulb dim when graphite is put into the circuit?
Why no current when stick is in circuit?
Do connections to battery make a difference?
Can we measure the energy in the circuit
Questions to get students thinking about their own learning (metacognition):
What use can I make of this learning?
Who else is interested?
Could I do a project on this
Developing the Activity
How do you stimulate students to ask even more questions/think further?
Put in two bulbs – what will happen?
Different batteries. Different wires. Is V always proportional
to I?- try a bulb
Develop models of electrical resistance
Possible supporting activities:
Phet
Series and parallel circuits
Electrostorm – what is happening
– link static and current
Questions for supporting activities:
Can you show series and parallel with Phet?
Reflecting back to Learning Outcomes
How many of your intended outcomes were achieved?
Do any of your intended outcomes need to be revised?
Additional Resources
Stimulus materials, websites, etc.:
Phet
juniorscience.ie
IOP cds
Virtual Physics lab
Crocodile Clips
Des Bishop ESB videos
How has the use of ICT enhanced the learning?
Evidence of enhancement:
Additional Comments
A difficult topic to teach. Big Circuit proven to work.
Topic/Learning Activity
Title and syllabus reference:
Current Electricity OP50 / 3C3
Student Cohort
Student level: Prior knowledge required by the students:
Static electricity, atomic structure, energy conversions
Stimulus to Engage
How do you get the students interested in the topic to start?
Phet, Circuits set up, Electrstorm, Wire wool and battery
Science Questions
Initial questions leading to the questions students will work on during the activity:
What is Electric Current?
What makes it happen?
Learning Outcomes
Content Knowledge: As per Syllabus: current as a flow of charge; measuring current;
measuring potential difference (voltage) and resistance (for metallic conductors).
Establish relationship between voltage, current and resistance.
Working with others; Communicating; ICT – Phet, dataloggers;
Process:
Managing myself
Investigation – Big Circuit, Ropes for Resistance. Ohms Law inv.
Skills:
Data representation /Graphing; Questioning; Logical Thinking
Questions during Activity
Questions to drive student learning (directing them to the learning outcomes):
Where are electrons coming from?
What makes them move?
Can I slow them down?
Can I get them to go faster?
What do you think will happen if I -------?
How could I make bulb brighter, dimmer -------?
Questions to probe understanding:
Why does bulb dim when graphite is put into the circuit?
Why no current when stick is in circuit?
Do connections to battery make a difference?
Can we measure the energy in the circuit
Questions to get students thinking about their own learning (metacognition):
What use can I make of this learning?
Who else is interested?
Could I do a project on this
Developing the Activity
How do you stimulate students to ask even more questions/think further?
Where are electrons coming from?
What makes them move?
Can I slow them down?
Can I get them to go faster?
What do you think will happen if I -------?
How could I make bulb brighter, dimmer -------?
Possible supporting activities:
Why does bulb dim when graphite is put into the circuit?
Why no current when stick is in circuit?
Do connections to battery make a difference?
Can we measure the energy in the circuit
Questions for supporting activities:
What use can I make of this learning?
Who else is interested?
Could I do a project on this
Reflecting back to Learning Outcomes
How many of your intended outcomes were achieved?
Do any of your intended outcomes need to be revised?
Additional Resources
Stimulus materials, websites, etc.:
Put in two bulbs – what will happen?
Different batteries. Different wires. Is V always proportional to I?- try a bulb
Develop models of electrical resistance
How has the use of ICT enhanced the learning?
Evidence of enhancement:
Additional Comments
A difficult topic to teach. Big Circuit proven to work.
Download Blank Framework
SUPPORTING INQUIRY BASED TEACHING & LEARNING