1: Students pose, select, or are given a scientifically oriented question to investigate. Balance and navigation through dialogue aids QUESTION: students teachers and students in creatively navigating educational tensions, investigate a scientifically including between open and structured approaches to IBSE. oriented question 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. Phase 2: Students determine or are guided to evidence/data, may come from individual, collaborative and communal activity such as EVIDENCE: students give practical work, or from sources such as data from professional priority to evidence scientific activity or from other contexts. Risk, immersion and play is crucial in empowering pupils to generate, question and discuss evidence. Phase 3: Students analyse evidence, using dialogue with each other and the teacher to support their developing understanding. ANALYSE: students analyse evidence
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. Phase 2: EVIDENCE: students give priority to evidence Students determine or are guided to evidence/data, 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. Phase 3: ANALYSE: students analyse evidence Students analyse evidence, using dialogue with each other and the teacher to support their developing understanding.
D3.1_Demonstrators_ArtfulPhysics.docx