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
Getting started
When preparing your
activity, refer to the
syllabus for the appropriate
learning outcome.
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Student Cohort
Recommended Sequence
Student Cohort
– Be clear on your target audience
What prior knowledge is required?
– Allows you to gauge the level of the activity
– Avoids misconceptions
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Stimulus to Engage
Something to focus student’s attention, stimulate
wonder, and access prior knowledge.
Demonstration
Slide/Photograph
Reading
Video Clip
Story
Brainstorming
http://www.sportsscientists.com/2009/08/analysis-of-bolts-958-wr.html
http://www.youtube.com/watch?v=pkkAcGtjoew
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Science Questions
Attention Focusing:
Have you seen?
Do you notice?
Have you seen this before?
Why did this happen?
Measuring & Counting:
How many?
How long
Comparison:
(for sharper observation):
In how many ways are the seeds alike and how do they differ?
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Science Questions
Observation:
Why---------------?
Why ------------------?
What is the difference between the -----?
Investigation:
What happens if
…you do-----…you
Problem-posing
(more sophisticated, follows exploration &
understanding)
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Learning Outcomes
content knowledge
process
skills
 following a logical pattern of questioning
 decision-making that enables evidence to be
gathered
 logical thinking and problem solving
 appreciate the importance of using a fair test
 appreciate the significance of making and
recording measurements and observations
accurately
 activities are basic to all science: observing,
measuring, recording, calculating, classifying,
investigating and communicating
 be able to manipulate recorded data and to
interpret, present and communicate results in
an appropriate manner (pp. 11-12)
NCCA Key Skills
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Learning Outcomes
Content Knowledge
state
demonstrate
describe
interpret
Facts
Laws
Properties
Definitions
Formulae
know
recall
prepare
name
understand
identify
list
discuss
compare
investigate
consider
explain
select
distinguish
draw
carry out tests
SUPPORTING INQUIRY BASED TEACHING & LEARNING
www.wordle.net
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Learning Outcomes - Process
following a logical pattern of questioning
decision-making that enables evidence to be gathered
logical thinking and problem solving
appreciate the importance of using a fair test
appreciate the significance of making and recording
measurements and observations accurately
activities basic to all science: observing, measuring,
recording, calculating, classifying, investigating and
communicating
be able to manipulate recorded data and to interpret,
present and communicate results in an appropriate manner
Junior Science Syllabus (pp. 11-12)
SUPPORTING INQUIRY BASED TEACHING & LEARNING
NCCA Key Skills
SUPPORTING INQUIRY BASED TEACHING & LEARNING
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Understanding - What the Teacher Does
Creates interest
Asks open-ended questions:
- Why do you think...?
- What evidence do you have?
- What do you know about…?
- How would you explain…?
- Assessment Booklets
Uses ‘wait time’
Encourages cooperative groups
Varies the method of response -‘no hands up’, mini white
boards, etc.
Responds with comments rather than marks and grades
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Questions
evaluate, create
analyse, apply
understand,
remember
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Develop the activity
Arising from the probing questions for
understanding
What if-----there was sugar, not salt, in the
water
Is there any industry, factory ,etc. that could
use this information?
What would happen if?
Has this a practical application?
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Reflection
How many of the outcomes were achieved?
Why were certain outcomes not
reached/achieved?
Was I over/under ambitious?
How was my ‘stimulus to engage’ received?
Did the topic suit the student cohort?
Were the initial science questions helpful?
Did my questions probe the students’
understanding
What do I need to change for next time?
SUPPORTING INQUIRY BASED TEACHING & LEARNING
Resources and ICT
Internet resources
CD/DVD material
Datalogging and sensors
Other related investigations
CWB
SciFest
BTYST
www.discoversensors.ie
SUPPORTING INQUIRY BASED TEACHING & LEARNING
References
Black Box -– Dylan Wiliam, Paul Black. Also Christine Harrison
from the Black Box series for Science AfL research. All KCL
Mary Budd Rowe - ‘Think Time’ and ‘Wait Time’ (average =
0.9s), she sat in many classrooms with a stopwatch.
Ruth Butler 1988 - comment only marking as opposed to
grades (or both) raised students scores – this is the original
study quoted by Wiliam.
John Hattie 2010 – formative feedback is the greatest
influence on raising attainment (beats class size, student
teacher relationship and every other factor).
Stuart Naylor and Brenda Keogh( York) – Concept Cartoons
David Johnson and Roger Johnson - cooperative learning
improves student engagement, motivation and attainment.
SUPPORTING INQUIRY BASED TEACHING & LEARNING