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Friday, 30 March 2012 01:16

evaluate

Evaluation involves reflection, a process which promotes in-depth learning in science. Inquiry-based learning requires children to reflect on the evidence which they have gathered during their investigation. This evidence needs to be evaluated before reaching agreement on what conclusions can be drawn.

Evaluation of evidence requires the children to consider what patterns they can identify in their observations as well as how sure they are of the conclusions that they have drawn. Children need also to evaluate if more than one explanation can fit their observations and thus the possibility of having more than one possible answer.

Evaluation best takes place in groups as children bring different perspectives and interpretations of the same evidence. Evaluation also helps children to build arguments in favour of their conclusions and when considering alternative possible explanations put forward by others.

Friday, 30 March 2012 01:15

investigate

Inquiry-based learning requires that children investigate questions about how the world works. Investigations need to be relevant to the children. In investigations children are actively engaged in gathering evidence which will enable them to understand better the scientific phenomenon being studied and to find possible answers to their initial question.

Investigations are most effective

Friday, 30 March 2012 00:38

inquire

Young children naturally inquire about how the world works. As teachers, we need to nurture this sense of inquisitiveness, instead of killing children’s curiosity and desire to try things out by telling them what we believe is the correct answer. Science provides the right context to foster the development of inquiry skills. Science activities in primary are to be based on asking questions about nature around us and to go about observing closely what happens, looking for information, and based on the evidence collected to construct possible answers to our own questions.

The teacher needs to provide children with a role model of how to inquire. Rather than being the bearer of knowledge, the primary teacher is one who, together with the children, asks questions, develops ways of investingating and making observations, based on which, it is possible to draw conclusions. Primary science thus involves the teacher and children inquiring together.

Monday, 31 October 2011 00:00

Stress on inquiry-based learning in science

A Europe-wide network for teachers and professionals involved in primary science education is being set up in a €2.8 million project aimed at providing them with training and support to use inquiry-based learning in schools.

Thursday, 22 March 2012 00:00

Foot Note

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The PRI-SCI-NET project has received funding from the European Union Seventh Framework Programme (FP7/2007-2013) under grant agreement no. 266647. 

This site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Tuesday, 13 March 2012 00:14

PriSciNet Vision of IBSE


Inquiry-
based science at primary level is a teaching and learning framework with implications about learning science, learning to do science, and learning about science.

Tuesday, 13 March 2012 00:10

The Milestones


PRI-SCI-NET consists of 9 main milestones that mark the achievement of significant parts of the project and on which the subsequent advancements often depend. These milestones include:

Tuesday, 13 March 2012 00:06

Workpackage Five: Dissemination

Start date or starting event: Month 1 – Month 36
Total number of deliverables: 5
Lead Partner: MCST

Start date or starting event: Month 13 – Month 36
Total number of deliverables: 10
Lead Partner: PdFTU

Start date or starting event: Month 1 – Month 36
Total number of deliverables: 6
Lead Partner: HSci

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  • commission logo

    The PRI-SCI-NET project has received funding from the European Union Seventh Framework Programme (FP7/2007-2013) under grant agreement no. 266647. 

    This site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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