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Bonus Webinar! Paths to Space Careers

PLEASE SEE BELOW A RECORDING OF THE WEBINAR THAT TOOK PLACE ON 17TH OCTOBER WITH THE THEME PATH TO SPACE CAREERS PRESENTED BY DR. FRANK DANESY

You can download the presentation here!

The recording of the webinar is also available on the Space Awareness website.  You can also stay up to date with new developments in Space Education by liking us on Facebook, or following us on Twitter.

Dear teachers!

We are happy to announce that there will be a live event of the course in the form of a webinar. Please join us for this opportunity to engage even further in Paths to Space Careers

What can I expect?

In this session, Dr. Frank Danesy will address key questions related to careers in space: What academic disciplines are needed in the space sector? What job trends and career opportunities are there in the space domain? What does it take to become an astronaut? How does the space sector deal with diversity? What can secondary school students do to prepare themselves for careers in space? What can teachers do to support the interests of young people with respect to space careers?

When will it take place?

The webinar will take place on 17th October at 17:00 CEST, Brussels time.

Please also have in mind that the webinar will be recorded, so if you are not able to join, the recording will be available in this section shortly after the webinar has taken place.

How can I participate?

To participate in the webinar click here. The password is: space. Please note that entry to the webinar will only be granted shortly before the start and that there is a limit of 200 participants.

Who will be there?

The webinar will be presented by Frank Danesy, Head of Business Unit Control and Senior Financial Controller, Directorate of Operations at the European Space Agency and hosted by Teodora Ioan and Anastasiya Boiko, of the Space Awareness project.

Dr. Danesy is a space veteran with more than twenty-five years of experience in the space sector. He has recruited space professionals for more than 1500 positions, conducted some 10.000 interviews and was responsible for the HR activities related to ESA’s 2008/2009 astronaut recruitment campaign. He has spent more than a decade holding talks to students, faculty members and young professionals about career prospects in the space sector.

Please use the padlet so as to ask Dr. Frank Danesy any question that comes to your mind regarding the topic of the webinar, and we will ask him those questions at the end of his presentation.

Many thanks to all for your great work!

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https://youtu.be/FcvNDiHVqWc

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Thanks for the opportunity to learn in such an attractive way, the videos are very explanatory and you can do a beautiful review !!!

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https://youtu.be/I9VaY3OckNo

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Final activity guidelines

THESE ARE THE GUIDELINES FOR THE FINAL ACTIVITY. THE FINAL ACTIVITY, WHICH IS NECESSARY IF YOU WANT TO COMPLETE THE COURSE AND EARN THE COURSE CERTIFICATE, IS IN THE NEXT SECTION: 5.5 Final activity: teaching with space and astronomy

In this final activity you have to

1. Prepare a lesson plan and

2. Review the lesson plans of 2 colleagues.

Your lesson plan

As already mentioned in the course introduction, the idea is for you to reflect on everything you have learned on the course and integrate this into a final course product that is directly useful for your work in the classroom - a lesson plan. By reviewing other participants' lesson plans you will also receive some further ideas and reflect more about your own application of what you have learnt on the course.

Please remember to write your Lesson Plan in English! Don't worry if you are not so confident in English. Just try to make the work understandable. Language mistakes should not be included in the review of your Lesson Plan. However, if you do not write your Lesson Plan in English it won't be possible for your peers to provide you feedback. If, for some reason, you cannot get the link for your Lesson Plan in the Learning Designer, then export it or take a screenshot and submit the file.

To design the lesson plan we ask you to use a very nice tool called the Learning Designer which was developed by the London Institute of Education. We already introduced you to this tool during the Course Introduction so hopefully you have already looked at it and created an account. If you haven't done this yet, browse to learningdesigner.org/register.php and create an account. This should be very straight-forward; Just enter your details, click on the activation link in the email you receive (check your Spam folder if you don't receive an email), and then log-in using your username (this is not your email address but the username you identify when registering) and password.

You can also see an example of a lesson plan created in the Learning Designer further back in the Course Introduction. We also invite you to have a look at the following video to the Learning Designer which was created by Reyhan Güneş, a participant on a course on the European Schoolnet Academy where there was a similar activity. She outlines how she has been using the Learning Designer and why it is a great tool to use for lesson planning and sharing ideas with colleagues. A big thanks to her for preparing this video.

For all Italian colleagues out there, take a look at an Italian introduction to the Learning Designer here. Have you also written a blog post, an article or another form of digital content introducing the Learning Designer in your own language? Let us know and we will spread the word!

Your peer reviews

You will be required to provide 2 reviews of other participants' lesson plans. We will provide more detail on what to include in your reviews in the next section but in order to understand more generally what is required of you take a look at the 2nd video below where Reyhan Güneş explains what is important to consider and be aware of when writing a peer review of someone else's work.

AFTER YOU HAVE READ THIS SECTION AND WATCHED THE VIDEOS, PLEASE PROCEED TO SECTION 5.5 Final activity: teaching with space and astronomy TO START THE FINAL ACTIVITY

Previous section

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Minions in Space
Activity Astronomy for children

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How role models impact young people’s space-oriented career choices

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How role models impact young people’s space-oriented career choices

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https://youtu.be/qXn7fnUUrqM

https://youtu.be/x1AjZP7wXXg

https://youtu.be/PWYA6BBfdp8

https://youtu.be/h2V2Gwh13fM

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How role models impact young people’s space-oriented career choices

A key aspect in choosing a career in one field or another is having a role model to look up to. We will now look at some lessons learned about how role models impact young people’s space-oriented career choices, narrated in three parts by Jen de Witt, researcher in the Space Awareness project.

The first part will touch upon some points to have in mind before starting these kind of activities with your students.

Now, Jen will explain what to look at when choosing a role model to present in the classroom.

Finally, a few tips for preparing yourself as a teacher, or anyone working with young people, who wants to engage students in the multitude of space careers.

You can also see here a resume of Jen’s research into role models’ influence on space-oriented career choices.

We’ve mentioned repeatedly how a space or astronomy career is perfectly attainable by your students, regardless of their background, but maybe it will help if we hear it from the students themselves. You can see below a series of testimonials by students at the International Space University. Follow what they say – these might be your students in the future!

As you can see, a lot of these students never thought they would reach this field and it all started with a simple curiosity about what lies beyond our Earth. Do you see any similarities between what these students say and what your students say?

Now see if you can identify a national role model in space/astronomy. In some countries you might have to do a bit of research first. Write how this person fits with what you’ve learned in this activity and share with us at least one idea about how you will integrate him/her in a lesson with your students.

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Introduction to Space Careers

For most people, when they hear “a career in space“ they could immediately think of an astronaut drifting around in space solving almost impossible problems and situations, just like in the movies. But have you ever wondered who are the people that make it possible for that astronaut to reach space? Who helps them eat, wash and sleep when not on Earth? Who helps them coordinate absolutely astounding machinery in the absence of gravity?

These jobs do not always reach the spotlight or get the credit their deserve so it’s normal that a lot of young people, although fascinated and enchanted by what lies beyond Earth, could get discouraged from pursuing such a career path thinking “Oh, I could never become an astronaut, it’s impossible for me”.

To start, let’s have a first look at what space-related careers (or careers related to space) are out there (available on the job market) and the educational background needed for them. This animation is based on the Career Path in Space brochure, developed within the Odysseus project (http://www.odysseus-contests.eu/). The animation focuses on careers which were chosen in accordance to the high demand in Europe at the moment, where STEM education plays an essential role and an extra-motivation should be given. We recommend you to watch the animation and then explore the brochure further, for more information.

Of course, these are not all the careers out there! This is just a teaser to help you, and your students, understand that space is actually accessible by everyone, regardless of gender, culture or socio-economic status. More than this, you don’t need to be a math-whizz or hold 3 Master degrees and a Phd.

Now that you got a first idea, go to the Space Awareness Career Hub and share it with your students! They will find there interviews with professionals, live webinars with experts in the space field from all over the world and also, full information on the possible careers they can follow. Before starting such an exercise with your students think about which of the careers you can link to certain school subjects, which of them fit to the subjects you teach. And how could you integrate these into your lessons? Share your ideas and reflections on this in the Dotstorm below . And vote for ideas from your peers which you find particularly insightful or useful.

Also, for your classroom activities, you will here a space careers card game which you can download, adapt and use in your classroom as you see fit! More career activities will be produced in the Space Awareness project so follow the project for all the latest releases.

Next section

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https://youtu.be/fArc7dslIO0

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http://www.europeanschoolnetacademy.eu/documents/1695963/0/5.1+Space+careers+card+game.pdf/2c1945be-3c5d-4194-8210-deb2c5110bea

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The school is where the child discovers a novelty every day, the teacher is the promoter and causes curiosity to be aroused, offering knowledge.
Be creative and offer new opportunities every day.

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How to Manage Diversity and Gender Balance through Space

In the previous sections we have talked about aiming for gender balance in the classroom and we have seen some examples of teaching practices for this.

Another aspect that needs attention in light of the new developments in Europe, related to the community of Migrants and to the Refugee Community, a lot of teachers are encountering new challenges in the classroom related to Racial, Ethnic and Cultural issues. They need to adapt their teaching to a new type of classroom and rethink their approach to their students. The question then becomes, how can you, as a teacher, develop a sense of global citizenship and foster understanding for diverse cultures in your own classroom?

In this section, we are going to see how to approach both gender balance and diversity in the classroom through space and astronomy.

To start, you can explore below some resources related to the migrant community:

Teaching in racially diverse college classrooms, Harvard

Creating inclusive college classrooms, Centre for research on Learning and Teaching, University of Michigan

MINDSET Project

Diversity & Inclusive Teaching, Vanderbilt University

UNHCR

International Organization for Migration

“i am a migrant” project: a platform where migrants, through sharing their own personal stories challenge the anti-migrant stereotypes and hate speech in politics and society. You can see an example here.

Also, in the Space Awareness project, the team is in the process of developing a toolkit called “The journey of ideas” meant to be a resource for teachers, young children and their families. This toolkit highlights the important contributions from Islamic scientists during the Middle Ages to our modern concepts of space and the Universe. It tells the story of a shared history based on tolerance and respect for other cultures. Thus, we encourage you to pay attention to new developments in the project for further news on the development of the toolkit.

We have talked about some guidelines to manage diversity and gender balance in the classroom and now, in the following presentation, we are going to see why talk about these issues through Space.

Key Concepts Part 2

So far we have pointed out some important aspects that prove that managing diverse classrooms should be incorporated in the teaching training and process.

Teachers should be trained to:

Create inclusive activities adapted to a gender and culturally diverse classroomMake sure that the activity can be completed by all studentsConsider at which point of an activity the teacher might need to confront potential issues of discrimination and manage it.Teachers should be prepared to confront situations where students might raise controversial issues.Teachers should challenge their own racial and cultural biases.

Besides gender balance, and cultural diversity in key science subjects, to integrate people with special education and physical needs is also a goal to foster diversity.

The International Astronomical Union (IAU) Division C Commission C1 (CC1) – Astronomy for Equity and Inclusion Working Group - seeks to build new strategies, tools, and resources in Astronomy that will facilitate the access to Astronomical resources and careers for people with special educational or physical needs, or those who might be excluded for their particular race or gender.

We would like to invite you to visit some of these resources here: Astronomy for Equity and Inclusion, and watch the following video.

Activity 4

Below you will find some sentences about stereotypes concerning gender and cultural diversity to Space Careers:

Space is only for excellent students and nerds

Space is a boy kind of thing

Space resources and careers are inaccessible for people with special educational or physical needs

Space topics are too specific and not related to social aspects

Space is for socioeconomically privileged and high income people

Space is for lunatics

Space science and discoveries have no utility in our daily life

Space is irrelevant for helping other people

Space is for people without strong beliefs and values

Space is not important for the sustainability of our own planet

Pick one sentence (or include another one you are aware of) and build a story about how you would address this problem in the classroom.

We would like to invite you to illustrate your story using a comic strip or cartoon to make your students aware of these stereotypes and how they can overcome eventual obstacles on the subject.

You may use Toon Doo or a different ICT tool you are more comfortable with, like PowToon, PowerPoint, Prezi, or even use a word document.

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The videos were very interesting and we need to stop the myth of profession for boy and girl profession.
It is in the 21st century but the mentalities seem of the last century where the woman was only the housewife or teacher or nurse
I create Astronomy activities that awaken curiosities and in jest we can encourage and demystify this brand of boy's professions and girl's professions.
Everyone is capable

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Gender Balance and How to Encourage Girls to take up Space Careers

Given the prominent role of education in shaping individuals’ future life chances, educational disparities have long been a topic of concern. While men historically held strong advantages in the domain of education, women have reached parity on most educational markers, and have eclipsed men in terms of college attendance and baccalaureate attainment (Buchmann and Diprete, 2006). However, gender disparities remain in the fields of science, technology, engineering, and mathematics (STEM).

According to the Institute of Physics' report “Girls in the Physics Classroom: A Review of the Research on the Participation of Girls in Physics” more boys than girls show a preference to physics and subsequently choose to study the subject.

In particular, according to IPO's report “It’s Different for Girls: The influence of schools” in 2011, physics was the fourth most popular subject for A-level among boys in English schools when for girls the subject reached only the nineteenth place.

Inquiry Based Science Education (IBSE) approach can facilitate the increase of girls’ interest in space-related subjects. It is generally accepted that IBSE is beneficial to promoting girls’ interest and participation in science activities (Rocard report, 2007). In the coming years with Europe’s knowledge economy developing and new technologies on the rise skills in science, technology, engineering and mathematics (STEM), will be of utmost importance for a broad range of careers. It is therefore imperative to attract, and recruit more young people to STEM study programmes; not just to increase the numbers of STEM-trained professionals, but also to increase the diversity of STEM-trained professionals.

Space sector also suffers from these facts. According to EUROSPACE's recent report (June, 2015), whereas there is an increase in the numbers of sales and employment (+6%), women's participation reaches only the 20% of space industry employees. Therefore, arguably, the access to space careers is also a question of equal opportunities for women.

Research suggests that the degree of gender difference varies in relation to the gendered context of the local community labor force (Riegle‐Crumb, C., & Moore, C. , 2014). So women’s representation in professional fields across all specialties is a goal.

ROSE report (2010) highlights that astronomy and space is a very attractive subject for both girls and boys, and that could effectively engage students to science subjects. Space captures the interest and excitement of children, and has the potential to stimulate a broader education.

Space captures the interest and excitement of children, and has the potential to stimulate a broader education.
In the following videos, Sema Husseyin shows her excitement and motivation towards Space and Physics and Zita Martins explains her job on a Space-related career.

Next, We would like you to reflect on some specific guidelines so as to create and implement science education activities that will be inclusive to all students, and that will make sure that equal chances of participation will be given to all students.

Guidelines to manage diversity and gender balance in the classroom through Space

Click on the title to download the pdf file

1. Actively challenge stereotypes

2. Actively target girls, but design for boys and girls

3. Address women's invisibilty in science, and highlight important  women scientists

4. Promote "mentors" and provide "role models"

5. Target parents

6. Adopt participatory design approaches

7. Mirror your own gender equity and of your own institution

Activity 3

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https://sway.com/1wqIVygyotLQ0ax1

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http://www.space-awareness.org/en/careers/webinar/webinar-2-citizen-science-applied-education/

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How citizen science can be effectively used to foster critical thinking

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How citizen science can be effectively used to foster critical thinking

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We all have a lot of curiosity about space, but the space in which we live can be represented.
These maps, presenting the spaces, offer several possibilities to use these information and transform it into multidisciplinary activities, integrating sciences, mathematics and the arts.

In the webinar of Tuesday 20th, Joseph Kerski will be talking about how Citizen science can be effectively used to foster critical thinking, working with a wide variety of technologies, and meaningful field work. Please use this padlet to ask Joseph any question that comes to your mind regarding this topic or about the use of ICT Tools in the Science Classroom, and we will ask him these questions at the end of his presentation. Also, it would be great if you could review the resources we’ve provided in our email on Citizen Science, or in the Participate section of the Space Awareness website, so that you can get to know the topic. Many thanks to all for your great work!

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https://youtu.be/5McuOPQl-VI

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Use of ICT Tools in the Science Classroom

3.5 Webinar       PLEASE SEE BELOW A RECORDING OF THE WEBINAR THAT TOOK PLACE ON 20th SEPTEMBER WITH THE THEME CITIZEN SCIENCE ACTIVITIES FOR EDUCATION PRESENTED BY JOSEPH KERSKI You can find  the presentation here:  https://sway.com/1wqIVygyotLQ0ax1 which also contains:

Resources mentioned and discussed in the webinar.

The recording of the webinar is also available on the Space Awareness website.  You can also stay up to date with new developments in Space Education by liking us on Facebook, or following us on Twitter.

Dear teachers!

We are happy to announce that there will be a live event of the course in the form of a webinar. Please join us for this opportunity to engage even further in Citizen Science activities for education.

What can I expect?

The idea behind Citizen Science is to engage anyone in participating in real scientific projects with a big amount of data and it can be effectively used to foster critical thinking, dealing with uncertainties in data, working with a wide variety of technologies, and meaningful field work. Join Geographer Joseph Kerski as we demonstrate how and why to use citizen science tools and resources, with a particular focus on how these can be used in conjunction with mapping and spatial analysis from local to global scales.

When will it take place?

The webinar will take place on 20th September at 17:30 CEST

Please also have in mind that the webinar will be recorded, so if you are not able to join, the recording will be available in this section shortly after the webinar has taken place.

How can I participate?

To participate in the webinar click here. The password is: Space. Please note that entry to the webinar will only be granted shortly before the start and that there is a limit of 200 participants.

Who will be there?

The webinar will be presented by Joseph Kerski and hosted by Teodora Ioan and Audrey Korczynska, of the Space Awareness project.

The webinar will be held by Joseph Kerski - a geographer and educational manager who Works in the Environmental Systems Research Institute, Inc. – ESRI. He has been involved with geotechnology and education in creating curriculum involving geography, science, history, and mathematics, supporting the implementation of Geographic Information Systems (GIS) at all levels of society through the provision of technical support, educational support, teaching and training and also through publishing articles, web resources and books. He has nurtured educational partnerships among private industry and all levels of education, as well as for government agencies, youth associations and organizations, and non-profit organizations.

Please use the padlet so as to ask Joseph any question that comes to your mind regarding the topic of the webinar, and we will ask him those questions at the end of his presentation.

Many thanks to all for your great work!

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https://sway.com/1wqIVygyotLQ0ax1

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https://youtu.be/MmlNuT545PE

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http://urbnpockets.com/apps/this-is-my-spacecraft-rocket-science-for-kids/show

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Stellarium is an open source planetarium for your computer. It shows a realistic sky in three dimensions equal to what one sees with the naked eye, with binoculars or telescope.
http://www.stellarium.org/pt/

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https://docs.google.com/spreadsheets/d/1r4D9qbIp3JVMnhCHpcyaFzhrlAcqhi1luHkn89edKLg/edit#gid=407416357

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https://docs.google.com/spreadsheets/d/1nyZWL8jc7-S0a41MdeihRRGCTilMBmVBQAiiI6T78m0/edit#gid=1374083031

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Module 1: Why Space and Space Careers?

Module 2: Working with Inquiry in the Science Classroom

Module 3: Use of ICT tools in the Science Classroom

Module 4: How to Manage Diversity and Gender Balance in the Classroom

Module 5: How to introduce space careers to your students

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3.4 Your experience

As we’ve seen previously, technology should actually be an aid and should fit with the objectives of the class and not be an end in itself. That’s easy said, but sometimes regardless of what subject you are teaching, it can be prove quite tricky to introduce ICT in your lessons.

When bringing technology in the classroom, you have to take into consideration several aspects from internet safety to online ethics, to how to efficiently use the tech tools at your disposal to wondering if mobile phones should even be allowed!

Maybe the views of a fellow teacher who has faced these same questions will help! Ana Hoskins, Math teacher and expert on ICT shares from her experience on using ICT in her classroom and her views on technology in education.
Furthermore, Ana also shares some of her favourite apps that you can use in your classes, especially with young students:

Biology: ‘The Human Body’ from Tinybop, and ‘This is my body’ from urbn; pockets where your students can search and learn about the human body.

Engineering: ‘The Everything Machine’ from Tinybop and ‘Crazy gears’ from Edoki Academy.

Space: ‘This is my spacecraft’ from urbn; pockets.

If you are unsure about what ICT tools to use in teaching with Space and Astronomy, fear no more! You can see here a repository with ICT tools handpicked by the team of Space Awareness, which you can use with your students straightaway!

Do you know any good apps and ICT tools to use for teaching with Space and Astronomy and you didn’t find them in the repository above? Submit your entry below, and see what fellow teacher colleagues from all over the world are using! You can view the results here.

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http://www.space-awareness.org/en/careers/interview/interviews-portuguese/

http://www.space-awareness.org/

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https://youtu.be/EgB9k1-LaoQ

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Night cities Tutorial

Hi! Thanks for collaborating in analyzing light pollution georreferencing nigth pictures taken from ISS
Night cities Tutorial

The application is really simple, you only need to know about a city and help us to identify some features over it. It loads a photo from International Space Station.

On the left you have the ISS image, and a reference map on the right. If you don't know about the city, just cklick on "I don't know" button. If there is some proble with the image and this is not loaded, then click on "No photo". If you know about the city appears in the image you can make your job.

You can make zoom in, zoom out to take a better view of it. Also you can rotate it to take a better orientation, pressing Shift+left button of the mouse. When you identify a known feture, click over it. A yellow circle will appear on it and the XY coordinates will appear on the right table. Now navigate to the right map and identify this feature over it. When you click, the Lon Lat will appear on the right table.
You can select many feature as you know. If you want to remove any of them, just select it and press the "Remove" button.

When you finish, click on the "Save" button

You have a video tutorial to see the complete process in the next window

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Go to the following games and get inspired!

CERBERUS

EINSTEIN HOME

GREAT WORLD WIDE STAR COUNT

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https://youtu.be/Q31MWwqoUu0

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http://www.space-awareness.org/en/games/

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https://issuu.com/unawe/docs/citizen_science_booklet

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3.2 Part 1. ICT in Space & Astronomy: Citizen Science

In this section, we will look more closely at what kind of technology we can use when teaching about Space and Astronomy. Specifically, we will explore the concept of Citizen Science.

Let’s start first with a basic understanding of what Citizen Science is. In this first video of the series, Audrey Korczynska. from the Astronomy and Society Group at Leiden University sets the ground for this concept.

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http://www.space-awareness.org/en/games/great-world-wide-star-count/

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http://www.space-awareness.org/pt/games/einsteinhome/

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http://www.space-awareness.org/en/games/Cerberus/

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https://youtu.be/vPT87--yRTg

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http://www.unawe.org/static/archives/guides/pdf/AstroSocietyBrochure.pdf

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https://youtu.be/k9cjcn7FUnI

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Now that you have a general idea about the role technology should play in 21st century education, let’s have a look at some specific examples of apps and tools that you can use to foster collaborative work in your classroom.

This video was originally produced by Bart Verswijvel for the Future Classroom Scenarios course on the European Schoolnet Academy.

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http://academy.schooleducationgateway.eu/en/web/cultural-diversity-in-your-classroom/

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http://www.pear-tree.ca/

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Now that you have a general idea about the role technology should play in 21st century education, let’s have a look at some specific examples of apps and tools that you can use to foster collaborative work in your classroom.

This video was originally produced by Bart Verswijvel for the Future Classroom Scenarios course on the European Schoolnet Academy.

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Use of ICT Tools in the Science Classroom

3.1 Introduction to the use of technology in the classroomWe will start with a general introduction into what role technology plays in 21st century education. Have a look at this video from Pear Tree Education in which Paul Romani provides an overview of how technology should be used in 21st century education, focusing in particular on misconceptions of its use but also meaningful ways in which this can be turned around.

https://youtu.be/AFIR3Jy9xuw

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http://www.pear-tree.ca/

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Hi and welcome to Module 3 of ‘Teaching with Space and Astronomy in your classroom”. So far, in Module 1 we have seen why space is important and why use it in the classroom and in Module 2, we have had a look at Inquiry Based Learning and how to introduce it in your lessons. In this next module, we will have a look at the role of technology in the classroom, we will see what are some specific examples of apps and tools that you can use and finally, we will understand more about ICT in the context of Space and Astronomy, looking more in depth at the concept of Citizen Science and how we can incorporate it in education.

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http://www.esa.int/Our_Activities/Human_Spaceflight/Highlights/Soyuz_explained

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http://www.esa.int/spaceinvideos/Videos/2012/12/ESA_astronauts_training_for_ISS

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http://www.esa.int/spaceinvideos/Videos/2016/05/Narrated_tour_of_the_International_Space_Station

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http://www.esa.int/spaceinvideos/Videos/2016/12/ExoMars_-_A_promising_future

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http://lunarexploration.esa.int/#/intro

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https://www.youtube.com/watch?v=EqzfDtwgSWQ

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. Working with Inquiry in the Science Classroom

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. Working with Inquiry in the Science Classroom

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teps to introduce inquiry learning into your classroom

Let's now go a step further and see what a template for building inquiry activities looks like. In the video below, we present the Space Awareness template for designing inquiry activities.

You can also download the template and start building your own inquiry activities for your students! Please, find the template at the end of the section.

In order to successfully bring inquiry into the science classroom, one of the main challenges is to achieve turning a traditional and otherwise relatively boring teaching subject into a fun inquiry experience for the students. Think of a traditional learning theme and try to change it into a fun inquiry activity.

Here are some examples:

Traditional Learning | Inquiry Activities
Learning about analogies in mathematics | Simulating craters on the Moon and measuring their width.
Learning about blood type in biology | Students become detectives and try to solve a crime
Learn about atomic structure in chemistry | Build a museum exhibition about the different atomics theories throughout the ages

Type the theme you selected in the Padlet below. Describe with a sentence or two, what would you add in each of the inquiry steps you saw in the video above (Orientation, Conceptualization, Investigation, Conlusion, Discussion) for the theme you selected.

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https://youtu.be/E2zjNqmp0oc

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Student-centered approach

You wish to follow a student-centered approach. You prefer your classes to be based on discussion with your students. You would be comfortable with giving your students several degrees of freedom when it comes to hands-on activities. You wish to focus more heavily on developing your students’ skills while making sure you cover some specific content.

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https://youtu.be/Uw1i5IsB64w

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You have now been through all the content included in this module. So, it is time for a final self-reflection activity! Select the option which you think represents best what you plan to do in your future classes. After completing the activity you can compare your responses with those you gave to the activity you did at the beginning of the module in section 2.1 and see how this module has affected the teaching style you wish to have!

Please note again that there is no "Back Button" in this activity so once you have selected an option you cannot go back. However, you can always start the activity again by simply reloading the page. You can also see all the different questions and answer options for the self-reflection activity in this table.

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In the final part Fatiha gives some advice on how to get started with inquiry learning and how to intrigue your students.

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https://youtu.be/-s6os1Gfsj0

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In the following part Fatiha explains the basic steps a teachers needs to take in order to introduce inquiry learning to students and encourage them to become active learners.

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https://youtu.be/7KnMA3DUI7o

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What do teachers think about inquiry?

Doing inquiry can be quite intimidating for a new teacher. Have a look at the interview below to get an idea of what teachers think about this way of teaching. Fatiha Baki shares with us her experience from teaching her students using inquiry.

In the following video Fatiha talks about her first experience with inquiry and how her students reacted to her change of teaching style.

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Towards a student-centered approach

Your teaching style is towards a student-centered approach. Your classes include both lecturing and discussion. During activities, students have several degrees of freedom and you try to cover both content and the development of students’ skills.

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1. Know the steps of IBSE;

2. Understand what each step of IBSE entails and how to apply it in their lessons;

3. Understand the benefits of IBSE;

4. Identify practical, tangible ways in which they can adapt and improve their teaching practices based on what they have learned about IBSE.

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Working with Inquiry in the Science Classroom

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Working with Inquiry in the Science Classroom

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Steps to introduce inquiry learning into your classroom

Let's now go a step further and see what a template for building inquiry activities looks like. In the video below, we present the Space Awareness template for designing inquiry activities.

You can also download the template and start building your own inquiry activities for your students! Please, find the template at the end of the section.

In order to successfully bring inquiry into the science classroom, one of the main challenges is to achieve turning a traditional and otherwise relatively boring teaching subject into a fun inquiry experience for the students. Think of a traditional learning theme and try to change it into a fun inquiry activity.

Here are some examples:

Traditional Learning | Inquiry Activities
Learning about analogies in mathematics | Simulating craters on the Moon and measuring their width.
Learning about blood type in biology | Students become detectives and try to solve a crime
Learn about atomic structure in chemistry | Build a museum exhibition about the different atomics theories throughout the ages

Type the theme you selected in the Padlet below. Describe with a sentence or two, what would you add in each of the inquiry steps you saw in the video above (Orientation, Conceptualization, Investigation, Conlusion, Discussion) for the theme you selected.

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Very interesting the group layout and the arguments of each group so that everyone could check what each identified.

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Have a look at the video below and see a very simple and fun activity called “Mystery boxes”, which you can do with your students in order to help them understand what inquiry is. At the end of the module you will also find a guide for the ‘Mystery Boxes’ activity.
After watching the video, what skills and approaches do you think students will have to use to work out what is in each box? Share your views in the padlet below.

https://youtu.be/hud8SPCcfu0