SUPPORTING INQUIRY BASED TEACHING & LEARNING

The Inquiry Based Science Teaching and Learning Framework

www.discoversensors.ie

SUPPORTING INQUIRY BASED TEACHING & LEARNING

What is the Learning Framework?

The Discover Sensors framework has been developed by a group of Discover Sensor facilitators and teachers working with Irish education consultants and academics.The DS Framework is designed to be used when planning the teaching of a topic or a theme on the syllabus. This is referred to as a 'learning activity'.

SUPPORTING INQUIRY BASED TEACHING & LEARNING

What it looks like

Topic/Learning ActivityTitle and syllabus reference:

Student CohortStudent level: Prior knowledge required by the students:

Stimulus to EngageHow do you get the students interested in the topic to start?

Science Questions

Current Electricity OP50 / 3C3

Static electricity, atomic structure, energy conversions

Phet, Circuits set up, Electrstorm, Wire wool and battery

What is Electric Current?What makes it happen?

Learning OutcomesContent Knowledge:

Process:

Skills:

Working with othersCommunicatingICT – Phet, dataloggersManaging myself

Investigation – Big Circuit, Ropes for Resistance. Ohms Law inv.Data representation /GraphingQuestioningLogical Thinking

As per Syllabus: current as a flow of charge; measuring current; measuring potential difference (voltage) and resistance (for metallic conductors).Establish relationship between voltage, current and resistance.

Questions during ActivityQuestions to drive student learning (directing them to the learning outcomes):

Questions to probe understanding:

Questions to get students thinking about their own learning (metacognition):

Where are electrons coming from?What makes them move?Can I slow them down?Can I get them to go faster?What do you think will happen if I -------?How could I make bulb brighter, dimmer -------?

Why does bulb dim when graphite is put into the circuit?Why no current when stick is in circuit?Do connections to battery make a difference?Can we measure the energy in the circuit

What use can I make of this learning?Who else is interested?Could I do a project on this

Developing the ActivityHow do you stimulate students to ask even more questions/think further?

Possible supporting activities:

Questions for supporting activities:

Put in two bulbs – what will happen? Different batteries. Different wires. Is V always proportional to I?- try a bulbDevelop models of electrical resistance

PhetSeries and parallel circuitsElectrostorm – what is happening – link static and current

Can you show series and parallel with Phet?

Reflecting back to Learning OutcomesHow many of your intended outcomes were achieved?

Do any of your intended outcomes need to be revised?

Additional Resources

Stimulus materials, websites, etc.:Phetjuniorscience.ieIOP cdsVirtual Physics labCrocodile ClipsDes Bishop ESB videos

How has the use of ICT enhanced the learning?Evidence of enhancement:

Additional Comments A difficult topic to teach. Big Circuit proven to work.

Topic/Learning ActivityTitle and syllabus reference:

Student CohortStudent level: Prior knowledge required by the students:

Stimulus to EngageHow do you get the students interested in the topic to start? Science QuestionsInitial questions leading to the questions students will work on during the activity:

Learning OutcomesContent Knowledge: Process: Skills: Questions during ActivityQuestions to drive student learning (directing them to the learning outcomes):

Questions to probe understanding:

Questions to get students thinking about their own learning (metacognition):

Current Electricity OP50 / 3C3

Static electricity, atomic structure, energy conversions

Phet, Circuits set up, Electrstorm, Wire wool and battery

What is Electric Current?What makes it happen?

Working with others; Communicating; ICT – Phet, dataloggers;Managing myself

Investigation – Big Circuit, Ropes for Resistance. Ohms Law inv.Data representation /Graphing; Questioning; Logical Thinking

As per Syllabus: current as a flow of charge; measuring current; measuring potential difference (voltage) and resistance (for metallic conductors).Establish relationship between voltage, current and resistance.

Where are electrons coming from?What makes them move?Can I slow them down?Can I get them to go faster?What do you think will happen if I -------?How could I make bulb brighter, dimmer -------?

Why does bulb dim when graphite is put into the circuit?Why no current when stick is in circuit?Do connections to battery make a difference?Can we measure the energy in the circuit

What use can I make of this learning?Who else is interested?Could I do a project on this

Developing the ActivityHow do you stimulate students to ask even more questions/think further?

Possible supporting activities:

Questions for supporting activities:

Reflecting back to Learning OutcomesHow many of your intended outcomes were achieved?

Do any of your intended outcomes need to be revised?

Additional ResourcesStimulus materials, websites, etc.:

How has the use of ICT enhanced the learning? Evidence of enhancement:

Additional Comments

Where are electrons coming from?What makes them move?Can I slow them down?Can I get them to go faster?What do you think will happen if I -------?How could I make bulb brighter, dimmer -------?

Why does bulb dim when graphite is put into the circuit?Why no current when stick is in circuit?Do connections to battery make a difference?Can we measure the energy in the circuit

What use can I make of this learning?Who else is interested?Could I do a project on this

Put in two bulbs – what will happen? Different batteries. Different wires. Is V always proportional to I?- try a bulbDevelop models of electrical resistance

A difficult topic to teach. Big Circuit proven to work.

SUPPORTING INQUIRY BASED TEACHING & LEARNING

Download Blank Framework