The goal of TheDexterLab project is to participate in the emergence of inquiry-based learning and experimentation-based learning devices in the classroom. In order to understand and reuse the IBL approach (Inquiry-Based Learning or experimentation-based learning or inquiry-based teaching), we propose to use the training materials of the Let's STEAM project, designed to understand the interest of IBL and help teachers create complex experiments to be solved in the classroom. The magnetics project is an additional brick that allows us to remove technical and material constraints, thus creating larger-scale projects.
IBL is a flexible educational strategy that includes phases often organized in cycles and divided into sub-phases with logical connections based on the context of investigation. This method has five general phases (orientation, conceptualization, investigation, conclusion and discussion) and seven sub-phases (questioning, hypothesis generation, exploration, experimentation, data interpretation, reflection, and communication), which are presented here.
The IBL method can be used to conceptualize a structured way of implementing research activities and developing multidisciplinary educational projects in classrooms. IBL is not a linear procedure and learners should be involved in various forms of experimentation, going through different combinations of phases, but not necessarily all of them. For example, if the data analysis is not satisfactory enough, the students can go back to the conceptualization phase and reconsider their question and/or experimental plan. When the students reach a conclusion, new questions can be generated, and the process restarts progressively. The description of the IBL approach processes by Pedaste et al. includes the five phases described below:
Orientation is the phase where the problem is identified. The subject to be studied is presented and the interest in a problematic situation that can be solved through experimentation is stimulated. The subject to be studied must be related to the daily life, interests, and prior knowledge of the students. The role of the teacher in this phase is to encourage the students to express their ideas, prior knowledge, and questions about the subject while promoting interaction and communication between them. For example, students can create concept maps of what they know, do not know, or want to know about the studied subject. This type of activity can also be useful for the following phases of experimentation.
The conceptualization phase refers to the understanding of the concept, which relates to the problematic situation presented during the orientation. It is divided into two sub-phases (questioning and hypothesis generation) that lead the learner to the investigation phase. The role of the teacher is to help students understand how they can formulate questions and/or hypotheses that can lead to an investigation. If the students are not familiar with the questioning and hypothesis generation sub-phases, the teacher can choose a structured inquiry type at first, then move towards more open inquiry types to provide appropriate guidance.
Investigation is the phase in which students collect evidence to answer their questions and/or test their hypothesis. It includes the sub-phases of exploration, experimentation, and data interpretation. The teacher provides the resources that the students may need and keeps them on track so that the process they choose to follow allows them to answer the investigation question. The students must determine and gather what constitutes evidence. If they are not familiar with this process, they can choose a structured experimentation type. The teacher can provide or encourage the students to create means (such as tables, graphs, etc.) that can help them organize, classify, and analyze the data.
In this phase, students draw conclusions based on the investigation question and data interpretation. The role of the teacher during this phase can stimulate a comparison between the interpreted data, initial predictions, and hypotheses (that students expressed during the orientation phase). This process can also lead to new hypotheses and questions about the studied subject.
During the discussion phase, students articulate their results by communicating them to others and/or reflecting on some or all of the experimentation steps during the process and/or at the end of it. The teacher's role is to encourage collaboration so that the students can present their results and ideas, provide arguments, and give feedback to others. If they are not familiar with these practices, the teacher can provide guidelines to help them communicate during all phases of experimentation.
<aside> 👨🚀 Further information - Types of experimentation
The types of experiments vary according to the aims of the lesson, the age of the pupils, their previous experience and their scientific skills. Experimentation can be structured, mixed or open-ended, depending on the level of responsibility of the pupils and their degree of autonomy. Structured and mixed forms are generally used to introduce students to observation practices and to develop specific skills. The open form allows students to work directly with the resources and practices, in a way similar to an authentic scientific process. Students are expected to participate in all forms of experimentation, moving progressively from one form to another, with increasing complexity and autonomy.
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Methodology - Making protocols
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