Phase 1: Students pose, select, or are given a scientifically oriented question to Generate and writes Activates previous Begin investigate. Balance and navigation through dialogue aids teachers and down about knowledge in the cooperation with QUESTION: students in creatively navigating educational tensions, including between Neutrinos, Photons, fields of scientific music/fine students investigate open and structured approaches to IBSE. Questions may arise through Higgs Boson, and shares exploration, and arts/drama/dance a scientifically dialogue between students’ scientific knowledge and the scientific with others in order to introduces teacher(s) at oriented question knowledge of professional scientists and science educators, or through learn from their particles by means your school in dialogue with different ways of knowledge inspired by interdisciplinarity and previous knowledge. of a virtual visit to order to explore personal, embodied learning. Ethics and trusteeship is an important CERN. those subjects. consideration in experimental design and collaborative work, as well as in Examples: the initial choice of question. experimenting with various musical instruments and drama techniques. Guide students to 2: Students determine or are guided to evidence/data, which may come from Students compare their Comparing relevant evidence. individual, collaborative and communal activity such as practical work, or ideas to existing artistic ideas to EVIDENCE: from sources such as data from professional scientific activity or from other evidence. Take part in other art-works, students give priority contexts. Risk, immersion and play is crucial in empowering pupils to virtual visit to CERN. especially school to evidence generate, question and discuss evidence. art works created by pupils. Give preference to art projects inspired by scientific phenomena.
Phase 1: QUESTION: students investigate a scientifically oriented question Students pose, select, or are given a scientifically oriented question to investigate. Balance and navigation through dialogue aids teachers and students in creatively navigating educational tensions, including between open and structured approaches to IBSE. Questions may arise through dialogue between students’ scientific knowledge and the scientific knowledge of professional scientists and science educators, or through dialogue with different ways of knowledge inspired by interdisciplinarity and personal, embodied learning. Ethics and trusteeship is an important consideration in experimental design and collaborative work, as well as in the initial choice of question. Generate and writes down about Neutrinos, Photons, Higgs Boson, and shares with others in order to learn from their previous knowledge. Activates previous knowledge in the fields of scientific exploration, and introduces particles by means of a virtual visit to CERN. Begin cooperation with music/fine arts/drama/dance teacher(s) at your school in order to explore those subjects. Examples: experimenting with various musical instruments and drama techniques. 2: EVIDENCE: students give priority to evidence Students determine or are guided to evidence/data, which may come from individual, collaborative and communal activity such as practical work, or from sources such as data from professional scientific activity or from other contexts. Risk, immersion and play is crucial in empowering pupils to generate, question and discuss evidence. Students compare their ideas to existing evidence. Take part in virtual visit to CERN. Guide students to relevant evidence. Comparing artistic ideas to other art-works, especially school art works created by pupils. Give preference to art projects inspired by scientific phenomena.