IBSE

Question 1

What is science?

Answer 1

A body of knowledge that represents the current understanding of natural systems and the processes which establish, refine and extend this body of knowledge

Question 2

What is the nature of science?

Answer 2

• social
• empirical
• theory-laden
• uses multiple methods
• creative
• provisional (open to revision)
• contains both laws and theories

Question 3

Why teach science in the FP?

Answer 3

• develops life-long positive attitudes towards science
• lays foundation for more advanced concepts
• provides skills needed to navigate a complex world

Question 4

What does scientific literacy enable us to do?

Answer 4

• interpret science-related info accurately
• make informed decisions about the natural world
• apply scientific processes/knowledge in evaluating issues

Question 5

What are the scientific content areas?

Answer 5

1. Life and living
2. Matter and materials
3. Energy and change
4. Earth, space and the environment

Question 6

What does La main à la pâte mean?

Answer 6

Hands in the dough

Question 7

What are the three components of science education?

Answer 7

1. Minds on –> Scientific knowledge and concepts
2. Hands on –> Scientific processes
3. Hearts on –> Scientific qualities/dispositions

Question 8

The scientific process/inquiry skills

Answer 8

• Scientific observation
• Comparing
• Classifying
• Measuring
• Predicting
• Experimenting
• Inferring
• Communicating

Question 9

Scientific qualities/dispositions

Answer 9

• curiosity
• creativity
• perseverance
• collaboration
• tolerance
• critical reflection
• respect for evidence/integrity

Question 10

The types of scientific attitudes

Answer 10

• motivational
• practical
• social
• reflective

Question 11

Why is inquiry-based science important?

Answer 11

• develops inquiry skills
• promotes active engagement
• improves self-confidence
• promotes internal motivation
• focuses on the process rather than the solution

Question 12

What is inquiry-based science education?

Answer 12

an approach to teaching science that involves exploring the natural and material world which leads to questioning and testing discoveries in search of new understanding

Question 13

Principles of IBSE

Answer 13

• direct/active
• involves teaching inquiry skills
• secondary sources must be provided
• scientific vocabulary is taught

Question 14

Essential features of inquiry

Answer 14

• questions
• investigations
• evidence
• explanations
• connections to concepts/prior knowledge
• communication
• reflection

Question 15

Steps of an IBSE activity

Answer 15

1. Engage (think about Q and prior knowledge)
2. Design and conduct investigations
3. Draw conclusions
4. Communicate findings

Question 16

Three types of questions in IBSE activities

Answer 16

• initial inquiry Q
• follow-up/guiding Qs
• learners’ Qs

Question 17

Questions need to be….

Answer 17

• specific
• investigatable
• motivating/interesting
• practical
• new to learners

Question 18

Assessment of IBSE activities

Answer 18

• needs to asses knowledge, skills & attitudes

- should focus on learners’ ability to do science rather than what they know

Question 19

Ways of organising the classroom to incorporate science

Answer 19

• Interactive science display area (books, tools, pictures related to current science theme)
• vocabulary wall
• question box
• having a routine time/day for science and inquiry

Question 20

The teacher’s role during IBSE activities

Answer 20

• provide experience, materials and info that actively engages learners
• demonstrate use of instruments/tools
• be responsive to learners’ Qs
• encourage reflection
• ask open-ended, learner-centred Qs
• be able to suggest alternative ideas
• provide 2ndry sources to assist learning

Question 21

Some of the big ideas in science include:

Answer 21

• adaptations
• cause and effect
• cycles
• independence/dependence
• habitat
• power
• relationships
• time

Question 22

Indicators for proficiency: Observation

Answer 22

• identify noticeable qualities of an object
• engage more than one sense
• notice and state changes that have occurred
• notice patterns
• describe and draw details of their observations

Question 23

Indicators for proficiency: Comparing

Answer 23

• uses senses to explore similarities/differences in objects/events
• can explain why they think objects are alike/different

Question 24

Indicators for proficiency: Classifying

Answer 24

• identify properties common to all objects in a group
• sort accurately into groups (in multiple ways)
• creates subgroups
• give rationale for classifications

Question 25

Indicators for proficiency: Measuring

Answer 25

• arrange objects in order according to length/volume/weight/numerically/chronologically

Question 26

Indicators for proficiency: Predicting

Answer 26

• forms patterns
• can think logically about what might happen next
• provide logical reasoning for prediction
• suggest ways to check accuracy of predication

Question 27

Indicators for proficiency: Inferring

Answer 27

• describe an observed relationship between objects
• make inferences based on evidence
• understand that an inference may not be accurate

Question 28

Indicators for proficiency: Communicating

Answer 28

• record data
• draw pictures/graphs/charts
• describe observations accurately verbally/in writing
• formulate reasonable explanations for observations

Question 29

What is an experiment?

Answer 29

a scientific test which is done in order to discover what happens to something in particular conditions

Question 30

Scientific literacy

Answer 30

the capacity to use scientific knowledge, to identify questions and to draw evidence-based conclusions in order to understand and make decisions about the natural world