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