Parallel sessions III


12.1 Science demonstrations as a tool for Inquiry-Based Learning (T03), Paul Nugent and David Keenahan

Abstract: Science demonstrations offer a powerful tool for engaging students in active science learning. The workshop outlined in this presentation has been designed within the context of Inquiry-Based Science Education. Many of the demonstrations have counterintuitive outcomes and most of the suggested explanations are plausible. The students are asked to observe the components of the demonstration; they then consider issues raised by the demonstration, which are presented as multiple choice questions (MCQ).

12.2 Inquiry-based learning in physics and maths classes (T10), Patrick Bronner

Abstract: A problem every teacher has to cope with is the presence of students with different levels of performance in one class. How can teachers take this heterogeneity into account and support individual learning processes? One possibility, in maths and science classes, is the implementation of inquiry-based learning (IBL). During the talk several IBL tasks from secondary school, linked to physics and mathematics, will be presented, with all tasks being available online.

12.3 Sustainable inquiry-based science learning (T30), François Lombard

Abstract: Inquiry-based learning is recommended (often required) as a science teaching format. In this presentation, the results from successive inquiry designs, implemented during most of the school year in high school biology majors, will be showcased. In total, more than 200 students were involved in the study, with the data being based on the wiki recordings of all versions of the student texts produced during the research. The main data source is represented by the design changes that occurred and the educational outcomes created over a period of several years.

12.4 Uptake of Fibonacci in Spain (T58), Antonia Trompeta

Abstract: The University of Alicante’s IBSE group has been working in the expansion of inquiry-based methodology from the 1980s. It was engaged in the Fibonacci Project from 2010 to 2013 and continues to train pre-teachers and in-service teachers in that inquiry-based methodology. The presentation will highlight the IBSE materials used in the development of the project as well as the research results on the evolution of confidence and feelings of the participating students.