1. Enquiry In Science PGCE 2013

2. Outline What role does science inquiry play in the world of science? Why is science inquiry important in school science? What skills/competencies can be developed through inquiry? Approaches to Inquiry Science Across Europe How might an assessment scheme work alongside an inquiry approach to science?

3. Inquiry Some see science inquiry as the way you should ideally learn science - THROUGH inquiry Others see inquiry as something that should be learnt ABOUT in science. For many teachers and researchers they believe both aspects of inquiry are useful but the degree to which they are used and how you go about setting up learning experiences to do this requires more thought and work.

4. Inquiry in School Science Important to create citizens that can make sense of science so that make informed decisions Develop inquiry skills and scientific reasoning for those undertaking future scientific careers and for other realms of work

5. Expert View of Science Curriculum Scientific methods and critical testing Relationship between methods of science & certainty The diversity of scientific thinking The role of hypothesis & prediction The historical development of scientific knowledge The role of creativity in science

6. Expert view of Science Curriculum The relationship between science & technology The analysis & interpretation of data The role of cooperationand collaboration in the development of scientific knowledge Osborne et al 2003

7. Inquiry in Science An inquiry approach fits within a constructivist paradigm in that it requires the learner to take note of new ideas and contexts and question how these fit with their existing understanding. It is not about the teacher delivering a curriculum of knowledge to the learner but rather about the learner building an understanding through guidance and challenge from their teacher and from their peers. Teaching/learning approaches

8. Inquiry in Science Inquiry skills are what learners use to make sense of the world around them. This approach not only helps youngsters develop a set of skills that they will find useful in a variety of contexts, it can also help them develop their conceptual understanding of science Teaching/learning approaches Hands on………………………………………………Minds on

9. Inquiry in Science In classrooms, science inquiry includes: – problem solving, – planning and carrying out investigations, – looking for patterns in data sets, – making observations and inferences, – asking questions and researching and testing out their ideas Develop scientific knowledge and learn about inquiry, including processes of science

10. Way Forward The challenge for teachers is to select teaching methods that promote students’ understanding of how scientific knowledge is constructed. This gives greater significance to the pedagogies used in science, as they affect learning in more fundamental ways than those in other subjects may. Horner, S (QCA)

11. Inquiry in School Science Generally practicals are presented as recipes to follow so that students experience scientific phenomena The raising of questions about phenomena lies with the teacher rather than the student Most practicals involve the student in collecting and presenting data that is made sense of by the teacher So practicals do not aid conceptual development nor understanding and development of inquiry skills beyond practice of a limited number of skills

12. Wellcome Trust 1) Variations in the definition of inquiry-based learning in science have compounded the difficulties of researching and even discussing it.

13. Possible Definition Inquiry-based science learning sees students learning through inquiry, using skills employed by scientists such as raising questions, collecting data, reasoning, reviewing evidence, drawing conclusions and discussing results. When students learn through inquiry they can develop scientific knowledge and they can also learn about inquiry, including the processes of science and how to construct reliable, valid and accurate investigations.

14. Wellcome Trust 2)Despite widespread support, there is a lack of robust research evidence demonstrating the positive impacts of learning through inquiry. Further research is therefore needed. This should consider the benefits of inquiry, how to most effectively structure learning through inquiry (including combining it with other pedagogies), and how student understanding about inquiry progresses

15. Wellcome Trust 3) Teacher preparation is key to ensuring the successful implementation of inquiry, and must cover understanding about inquiry as well as the necessary pedagogical content knowledge to teach through inquiry. Both aspects should be taught during initial teacher training and supported through good-quality continuing professional development courses.

16. Wellcome Trust 4) Learning through inquiry is closely linked to high-quality practical work. Science departments, therefore, need to be appropriately resourced with the necessary laboratories, consumables and staff.

17. Wellcome Trust 5) A student’s understanding about inquiry is more difficult to assess than other areas of the curriculum, due to both its practical nature and the importance of thinking and reasoning processes. More effort needs to be put into developing appropriate assessments that allow students to show their understanding of scientific inquiry and also how they are able to make such inquiries themselves.

18. European IBSE Projects

19. Rocard Report 2007 Recommendation 1 Because Europe’s future is at stake decision-makers must demand action on improving science education from the bodies responsible for implementing change at local, regional, national and European Union level. Recommendation 2 Improvements in science education should be brought about through new forms of pedagogy: the introduction of inquiry- based approaches in schools, actions for teachers training to IBSE, and the development of teachers’ networks should be actively promoted and supported.

20. Rocard Report 2007 Recommendation 3 Specific attention should be given to raising the participation of girls in key school science subjects and to increasing their self-confidence in science. Recommendation 4: Measures should be introduced to promote the participation of cities and the local community in the renewal of science education in collaborative actions at the European level aimed at accelerating the pace of change through the sharing of know- how

21. Rocard Report 2007 Recommendation 5: The articulation between national activities and those funded at the European level must be improved and the opportunities for enhanced support through the instruments of the Framework Programme and the programmes in the area of education and culture to initiatives such as Pollen and Sinus-Transfer should be created. The necessary level of support offered under the Science in Society (SIS) part of the Seventh Framework Programme for Research and Technological Development is estimated to be around 60 million euros over the next 6 years.

22. Rocard Report 2007 Recommendation 6: A European Science Education Advisory Board involving representatives of all stakeholders should be established and supported by the European Commission within the Science in Society framework

23. EU Science Inquiry Projects You will be allocated a project to research and report back on Think about aims, approach, age groups, which countries, resources produced, findings Projects are POLLEN, SINUS-TRANSFER. (Pre-Rocard) INQUIRE, ESTABLISH, S-TEAM, FIBONACCI, PROFILES, PRIMAS, PATHWAY, PRI-SCI-NET, (FP7 projects) http://www.scientix.eu/web/guest/about

25. SAILS aims to prepare science teachers, not only to be able to teach science through inquiry, but also to be confident and competent in the assessment of their students’ learning through inquiry.

26. SAILS partners

27. Change of Emphasis Formative assessment as regular practice to provide: – evidence for planning – feedback for the the pupil Summative assessment at key points to provide accountability Think what you need to share with children to help them in their learning while keeping track of their progress for reporting to others.

28. Inquiry Activities Try the inquiry activities and list which inquiry skills students could use and develop in each activity. Which of these could you assess during the activity and which after the activity?

29. Benefits of Formative Approach Dominating (UK) Making room for inquiry within normal curriculum Realisation that they can assess throughout the inquiry and not just assess the product Seeing some students capabilities more positively and generally surprised by what learners can do

30. Benefits of Formative Approach Dominating (UK) Inquiry becoming more open Can assess more skills than possible in tests Growing willingness to assess 21 st Century Skills as part of inquiry

31. Problems with Teacher Assessment Teachers unable to collect data on every student during authentic activity Teachers working formatively and so unsure on what they should report - first t attempt, last attempt, average attempt? Students working collaboratively and this may affect individual performance

32. Problems with Teacher Assessment Teachers concerned they don’t have learning progressions for inquiry Teacher confidence in their assessment skills Public confidence in teacher assessment