Teaching and learning through inquiry Key concept Statement of inquiry Possible project/study Related concepts Global context Technological advances like Relationships Physics: nuclear energy nuclear energy affect the Consequences, energy, relationship between humans evidence and the natural environment. Scientific and technical innovation Technology designers creatively Systems Physics: application of physics apply energy transformations in Energy, transformation, order to develop and reinvent development devices. Scientific and technical innovation 3 Example statements of inquiry Inquiry questions Teachers and students use statements of inquiry to help them identify factual, conceptual and debatable inquiry questions. Inquiry questions give direction to teaching and learning, and they help to organize and sequence learning experiences. Table 4 shows some possible inquiry questions for MYP sciences units. Debatable questions: Factual questions: Conceptual questions: Remembering facts and topics Analysing big ideas Evaluating perspectives and developing theories What do cells look like? How is the universe Who should have the • • • structured? power to modify and How do scientists measure • control genetic material? chemical molecules and How do models evolve • compounds? and transform? What are the social and • economic consequences Which technologies are What is the relationship • • of nuclear energy? available for producing between microbiology and natural selection? electrical energy at an What are the limits of • industrial scientific understanding? Table 4 Examples of factual, conceptual and debatable questions Approaches to learning All MYP units of work offer opportunities for students to develop and practise approaches to learning (ATL) skills. These skills provide valuable support for students working to meet the subject group’s aims and objectives.
Teaching and learning through inquiry Statement of inquiry Key concept Related concepts Global context Possible project/study Technological advances like nuclear energy affect the relationship between humans and the natural environment. Relationships Consequences, energy, evidence Scientific and technical innovation Physics: nuclear energy Technology designers creatively apply energy transformations in order to develop and reinvent devices. Systems Energy, transformation, development Scientific and technical innovation Physics: application of physics 3 Example statements of inquiry Inquiry questions Teachers and students use statements of inquiry to help them identify factual, conceptual and debatable inquiry questions. Inquiry questions give direction to teaching and learning, and they help to organize and sequence learning experiences. Table 4 shows some possible inquiry questions for MYP sciences units. Factual questions: Remembering facts and topics Conceptual questions: Analysing big ideas Debatable questions: Evaluating perspectives and developing theories • What do cells look like? • How is the universe • Who should have the • How do scientists measure structured? power to modify and chemical molecules and • How do models evolve control genetic material? compounds? and transform? • What are the social and • Which technologies are available for producing • What is the relationship between microbiology economic consequences of nuclear energy? electrical energy at an industrial and natural selection? • What are the limits of scientific understanding? Table 4 Examples of factual, conceptual and debatable questions Approaches to learning All MYP units of work offer opportunities for students to develop and practise approaches to learning (ATL) skills. These skills provide valuable support for students working to meet the subject group’s aims and objectives.
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