Page History

{table:class=sidespalter}

{table-row}

{table-row}

{table-cell:class=sidespalterTd1}\\

A project involving countries from all over Europe faces the challenge of developing a common terminology and a common understanding of its basic ideas. Although the roots of IBST as the main approach to improving science teaching and learning in S-TEAM lead back to the early 20{^}th^ century (Minner. Levy & Century, 2009), the seminars showed that no common definition currently exists at a European level. In many of the participating countries appropriate translations of the term in the national language were not found. In S-TEAM the following definition of IBST given by Linn, Davis and Bell (2004) was chosen as a common basis for discussion:

\[Inquiry is\] the intentional process of diagnosing problems, critiquing experiments, and distinguishing alternatives, planning investigations, researching conjectures, searching for information, constructing models, debating with peers and forming coherent arguments.

The S-TEAM proposal described inquiry-based science teaching as being characterised by activities that engage students in:
* authentic and problem based learning activities where there may not be a correct answer
* a certain amount of experimental procedures, experiments and "hands on" activities, including searching for information
* self regulated learning sequences where student autonomy is emphasised

discursive argumentation and communication with peers ("talking science")
{table-cell}

{table-cell:class=sidespalterTd2}\\

{panel}
REPORTS

\* [Developing Scientific Thinking - coll paper # 1|^04 - Report New.pdf]

\* [Initial Teacher Education - coll paper # 3|^08 - Report New.pdf]

\* [Developing Scientific Thinking - coll paper # 4|^09 - Report New.pdf]

\* [The state of IBST in Europe|^01 - Report New.pdf]
\* [The state of IBST in France|^02 - Report New.pdf]

{panel}\\
{table-cell}\\

{table-row}

{table-row}
{table}