Good practices
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 Working Group:Early InquiryCountry:Czech RepublicLanguages:Czech, EnglishAge of students (target group/s):6-12, 13-14, 15-18Links, resources:http://knu.cmelak.cz/zelene-prof...http://knu.cmelak.cz/pro-media Contact person information:Bara Semerakova This email address is being protected from spambots. You need JavaScript enabled to view it. The project was implemented in four elementary schools in the school year 2013/2014. It was prepared for students in grades 3 – 9; students in grades 5 – 8 took part in the project. Students involved in the project first got to know a particular profession (comic strip, jigsaw teaching). Afterwards, they spent several days at a field station where the inquiry-based (IB) method was introduced to them (they compiled a hypothesis to a given research question, carried out a particular field research, disproved or validated their hypothesis and presented their work to their classmates). After the return to school, students used the same IB method to work with a topic from their own surroundings. At the end of the project, they presented the outcomes of their school research at a joint conference. Principles of the used methodology correspond with general methods of the IBSE. The initial part of the programme enhances students’ interest in a given topic and works with their assumptions. In the following part, students’ interest can be further strengthened and basic research skills can be exercised. The last part is based on project education, where students can apply the newly acquired concepts in practise through research that matches their interests and local conditions. The evaluation of the programme did not show many outcomes due to small sample and mistakes in data collection. The project got a UNESCO award (UN Decade “Education for Sustainable Development”) granted only to initiatives which fulfil the worldwide education strategy of the UN.Strong points and opportunities:• Students liked the project, they enjoyed trying something new. The link with experience in the field in nature was very strong for them. • Teachers got full support. Besides complex methodological materials, they can also borrow a number of tools such as various guides, etc. • According to trainers of the programme, the introduction of IBSE method was very beneficial for participating teachers as well as for the authors of the programme themselves. • At the end, students stated that they had acquired skills connected with understanding nature. • The award from UNESCO – BNE can be taken as a good news that IBSE is the right way for raising awareness about sustainable life.Limitations:• For some classes it was difficult to sort out all the new information; understanding the inquiry-based cycle could thus fall behind other skills. • The overnight stay in nature (a field station without electricity and hot water) was such a strong experience for some students that it blocked their work on the project.Added value with regards to the 3 topics of the MASS project:• Participation in the project was a real experience for the students. It is likely that not everybody gained the exact method of IBSE but the project motivated them for further work at school. There were reactions from participating schools that students want to work even further – they suggest researching other localities by this method and come up with other possibilities what and how it could be explored and examined. The inquiry-based method along with the field trip worked together as a strong motivation for topics from natural science. • The project is very well prepared in its theoretical and methodological background and is one of the very few projects in the Czech Republic that works with the inquiry-based science education.Any prerequisites needed:The participating teachers were trained before the beginning of the project. | ||
