In this example, please reflect on real life inquiry experiences as well as your own beliefs of a more scientific model of inquiry.

Activity 2. Mapping the attitudes towards and understanding of IBSE and “brainstorming” on what inquiry-based science education means and what one wishes to achieve by employing it.

Aim: To profile the understanding of IBSE and to discuss which IBSE activities you could carry out in your schools today and which skills and competence you believe are important to develop through inquiry-based teaching. This is done by allowing a discussion of which type of inquiry that works in schools and by comparing this with a model of what “the inquiry cycle” includes. You have the opportunity to discuss what type of important skills is needed for this work to be instrumental in developing.

Suggested format: You and your colleagues can be divided into groups (maximum three per group). The groups are given cards that show a model that describes IBSE. Then you brainstorm on three themes:

  1. what inquiry-based teaching is,
  2. which skills/competence one seeks to develop
  3. which special teaching skills are needed in the teacher to lead this work?

Reflecting questions:

1. Discuss how the model corresponds to the work in the school. Which concepts could be used? In which contexts is the work carried out? Describe a model or several models that you think suit the school, and give examples of activities or areas of work that include inquiry-based teaching.

2. Which skills or competence does one seek to develop in the pupils by using this method?

3. Which skills/competence is required of the teacher in leading these activities?