Please enable JavaScript.

Coggle requires JavaScript to display documents.

Teachers Guide To IBSE - Coggle Diagram

- - - - Working with one-area-only sources
      - The students use various sources non-critically –
      - Choosing too difficult texts
  - - - Come up with something that would get your class engaged.
      - test your plan
    - - Inquiry topic is introduced as a common teaching topic
      - Topic name sounds like a textbook chapter
      - Using a video demonstration or a picture that is not interesting to the given age group or only
        marginally connected to what the students will do in a unit.
      - Forgetting to clarify the meaningfulness and importance of a topic to the students.
  - - - “Better to formulate an
        imperfect hypothesis than no hypothesis at all, being afraid of failure.”
    - - Do not prefer hypotheses that will be confirmed to those that will be disproved.
      - Do not assess in advance whether or not a hypothesis is valid.
      - Do not prefer hypotheses describing evident facts.
  - - - Do not make students’ investigations easier.
      - Mind the group brainstorming with a large number of students.
      - Avoid the situation whereby students ask questions because they have to
      - Complicated questions not easy to answer unambiguously require more time for inquiring as
        well as for result analysis.
    - - The "question-asking" situation can be employed in any lesson
      - Create a safe and creative atmosphere in which the students are not afraid or hesitant to come
        up with questions.
      - Motivate the students to try inventing diverse questions.
      - Continue to work with the questions.
  - - - The task of mentioned training activities is to practise the observance of individual “scientific rules”
        during the experiment itself.
    - - Preferring one procedure at any cost:
      - Do not refuse students’ suggestion for no reason.
      - A wrong assessment of students’ self-reliance:
  - - - Find out actively whether the students understand the results of their inquiry.
      - The students go back to the hypothesis they proposed when starting the inquiry and compare
        it to the results.
    - - Pay attention to situations where the students formulate a conclusion without presenting
        evidence and providing reasoning.
      - Avoid affirming that everything has worked out how it should have.