The EUSPACE-AWE activity template

The activity template is graphically presented in the following image.

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The three main possible pathways are indicated with arrows as seen in the image above:

a) OrientationQuestionExplorationData InterpretationConclusion;

b) OrientationHypothesisExperimentationData InterpretationConclusion; and

c) OrientationQuestionHypothesisExperimentationData InterpretationConclusion.

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Pedaste, M.; Meots, M.; Siiman L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C.; Zachariac, Z.
C.; & Tsourlidaki, E. (2015). Phases of inquiry-based learning: definitions and the inquiry cycle. Educational
Research Review, 14, 47-61. DOI: 10.1016/j.edurev.2015.02.003
About the activity

Title:

Brief Description:

Subject:

Keywords:

Language:

Age Range: (eg. 10-12,12-14)

Didactical Hours: (eg. 1 didactical hour)

Educational Objectives:

Cognitive Objectives: Cognitive Objectives:

Affective Objectives Psychomotor Objectives
Types of Knowledge Processes

Factual To remember To pay attention To imitate and try

To respond and To perform confidently

Conceptual To understand
participate following instructions

To perform
Procedural To apply To recognize values independently, skilfully,
and precisely

To think critically and To form and follow a To adapt and perform

Meta-cognitive
creatively system of values creatively

Please briefly explain how each educational objective is achieved by the activity.

Orientation

Brief Description and basic guidelines

Orientation is focused on stimulating students interest and curiosity towards the problem at hand.
During this phase the learning topic is introduced. Introduce the topic by adding materials such as
videos, photos or images that the students can use in order to familiarize themselves with the
problem at hand.
Try starting a conversation on the topic by asking questions so that your students get engaged.
Provide ample time for your student to respond and discussion among themselves.

Use of ICT tools

Students are often irritated by long talks. Try to be as creative as possible and include in your initial
presentation exciting materials so you can provoke their curiosity. For your initial presentation, you
can use:

- Online videos (YouTube, TED, Teacher Tube)

- Images and Interactive images (Picasa or Flickr)
Try searching online for videos and images. You may also wish to create your own images in order
to make a more personalized presentation.

Manage a diverse classroom and ensure gender balance

- Try to use materials that are made by people of different backgrounds and that represent
both genders.
- If your videos include interviews try to include representatives from different cultures and
of both genders.
- Include materials that address underrepresented groups experiences but in ways that do
not trivialize or marginalize those groups.
- Collect examples from a variety of cultural reference points and not only from your own
experience.
- Invite all students to contribute to class discussion, even if you assume that the discussion
is more relevant to some students than others.
- Create an invitation to speak. The sense that there is an invitation to speak without being
put on the spot can be a strong inducement to participate.
- Give students time to answer and be sure to indicate that you are paying as much
attention to the hesitant ones as to others.

Main Skills involved

- Active Listening - Giving full attention to what the teacher and other student are saying,
taking time to understand the points being made, asking questions on the subject
introduced
- Speaking Speaking their minds on the subject at hand, communicating preliminary
observations,

Conceptualization

Brief Description and basic guidelines

Conceptualization is a process of understanding a concept or concepts connected to the problem

that has been presented. It is divided into two (alternative) sub-phases, Question and Hypothesis
whose outcomes have similar components. Building on the discussion started in the previous
phase, continue discussing and encourage your students to identify all the concepts that are
related to the problem under discussion and make the correct connections between them. Do not
point out any mistakes students might make (Alternatively, you may note them down and bring
them back to their attention at a later stage). Students are supposed to discover these mistakes
themselves and correct them. Remember that even a false hypothesis can contribute greatly in the
learning process. Students should not feel intimidated to make hypotheses and understand that
hypotheses are tested to be proved either right or wrong. Thus, even a wrong hypothesis is a part
of the scientific procedure.

Sub-phase - Question: Question is a process of generating research questions based on the stated
problem. After the students have identified all the related concepts guide them to formulate their
questions on the subject.

Sub-phase Hypothesis: Hypothesis is a process of generating hypotheses on the stated problem

based on theoretical justification. After the students have identified all the related concepts guide
them to make specific hypotheses which they will later set out to investigate.

Use of ICT tools

Gathering and organizing concepts can be a tricky thing unless you have the proper tool. The
creation of concept maps is ideal in this case. In addition, students need to be able to refer back to
their hypothesis and questions throughout the activity. For this phase of the inquiry cycle we
recommend that you use:

- Virtual classroom walls (Padlet, Popplet)

- Study Cards (Studyblue)
Using such tools you can allow your students to create concept maps and set the hypotheses and
questions they want.

Manage a diverse classroom and ensure gender balance

- Encourage everyone to expresses view and concerns.

- If you wish to check if some concepts are clear to some students, point your question to
the entire class, not just those to whom you think the question applies.
- Avoid interruptions. While a student is making a hypothesis for example, you or another
student might feel the impulse to complete his/her thought. Intervene when students are
interrupted.
- Make sure that there are no gender monopolies. Make sure that all students are given
time and space to make their hypotheses.
- Sometimes students may preface their hypothesis with a comment like: This is probably
wrong. Offer special encouragement to these students.
- Treat all questions and hypotheses seriously.

Main Skills involved

 - Critical Thinking - Using logic and reasoning to identify the concepts involved, preliminary
explanations and hypothesis, map approaches to problems.
- Use of Science Refer to previous knowledge and scientific rules related to the subject.
- Systems Evaluation - Identifying variables of the problem and the relations between them
so as to make an effective hypothesis.

Investigation

Brief Description and basic guidelines

Investigation is where curiosity is turned into action in order to respond to a stated research
question or hypothesis. Students design plans for experiments, investigate by changing variable
values, explore (observe), make predictions, and interpret outcomes. Investigation has three-sub
phases; Exploration, Experimentation and Data Interpretation. It is recommended that in this part
of the activity students are divided into groups. You may assign different parts of the investigation
to each group or you can have each group doing the same inquiry.

Sub-phase Exploration: Exploration is a systematic way of carrying out data manipulation with
the intention to find indications for a relation between the variables involved. In Exploration there
is no specific expectation of the outcome of the data manipulation and it naturally follows the
Question phase. Encourage your students to propose ways to explore the questions they have set.
After the students have made their proposals encourage them to explore them and try to retrieve
information.

Sub-phase - Experimentation: Experimentation concentrates on developing and applying a plan for

data manipulation with a specific expectation of the outcome in mind and naturally follows the
Hypothesis sub-phase.

Encourage your students to make an investigation plan in order to investigate the hypotheses they
have set. Ask them to identify what kind of tools they will need to deploy and what parameters
they will have to investigate. After the students have completed their investigation plan ask them
to put it in action so as to collect their data.

Tip: Make sure students understand the connection between the investigation and the hypotheses
they have made. In other words make sure they understand why they are doing every single step.

Students also have the tendency to change variables in an uncoordinated way. Guide them so as to
make their investigation as systematic as possible by changing only one variable at a time and by
keeping notes not only for their resulting data but also about the process itself.

Sub-phase - Data interpretation: Data interpretation is needed to make meaning out of collected data
and synthesizing new knowledge. Guide your students to manipulate the data they have collected.
Ask them to propose ways on how they may make use of their data. Propose to them different
options like making graphs, deploying mathematical equations and formulas. You may also guide your
students to check and make use of the relative theory.
Use of ICT tools
Students can use a large variety of tools from very generic ones to very targeted ones. Encourage
your students to use online search engines to gather information. Some additional tools that are
apt for use in this phase are:
- Research tools (wikipedia, wolfram)
- Educational games, online labs
- Manipulating data, making graphs (MS Excel, Open Office Calc)
- Create programs to manipulate data or simulate models (scratch)
- Online collaboration documents for sharing input and ideas (Google docs)
- Shared space (Dropbox)
- Managing group tools (wiggio)
- Polling and survey tools (Doodle, Survey monkey)
Manage a diverse classroom and ensure gender balance
- Develop a positive climate in the class that promotes excellence. Encourage your students
(as a group or individually) to consult with you if they have problems during their inquiry.
This is also an indirect way to get to know your students and thus be able to tackle
assumptions you might have about their learning behavior and capacities based on their
gender or cultural background.
- Have high expectations for all your students. Keep an eye on teams and make sure you
spot cases where a student underperforms.
- Encourage the formation of heterogeneous groups across certain characteristics such as
gender, race and level of achievement. You may choose to assign students randomly or ask
them to form their own groups.
- Pay attention to the length of time students remain in a group, particularly if the group is
not working well.
- Make sure the same students do not always put themselves in the position of leadership.
Assigning roles (deliberately or randomly) may assist here in ensuring that all students get
a chance to take on different responsibilities (manipulating equipment, recording results,
reporting back etc.).
- Take care to reduce cases in which a student may feel isolated. Working in pairs can be a
solution in such cases.
- Make sure that you give girls as well as boys opportunities to take leadership.
- Encourage tutors to tutor others and help each other within groups.
- Assign all roles to girls as much as you do to boys.
- Create a cooperative instead of a competitive environment within each group and among
groups.
Main Skills involved
- Complex Problem Solving Understanding the problem at hand, review related
information from previous phases and past knowledge, develop a strategy or
implementation plan to solve the problem at hand.
- Critical Thinking Use logic and reasoning to identify the strengths/weaknesses, flaws of
the investigation plan and its implementation. Propose modifications if needed, assess the
validity of data received and of final results of data interpretation.
 - Judgment and Decision Making Considering possible pathways for manipulating data,
assessing their validity and recognizing errors in the experimentation and data
manipulation process. Assessing team mates proposals and opinions.
- Active Listening Paying full attention to the opinion of team mates.
- Reading and Comprehension Understanding instructions, and relevant theory.
- Monitoring Assessing self-performance and team performance and taking corrective
actions if needed.
- Active Learning Understanding the implementation process and its relation to the
problem at hand. Relating information derived from experimentation and data
interpretation to knowledge received previously and to the problem at hand.
- Time Management Managing experimentation time and not letting the team spend
more time than foreseen on the task at hand.
- Systems Analysis Understanding the experimentation set up and how each variable
affects the experiment. Manipulating and interpreting the data received. Identifying
sources of error and proposing refinements in order to overcome them.
- Coordination Cooperation within teams, harmonious and balanced collaboration.
- Social Perceptiveness Being aware of team mates reactions and understanding why they
react as they do.
- Use of Science Using scientific rules and methods effectively to perform experimentation
and data interpretation.
- Systems Evaluation Assess the experimentation process, understand whether the
experimentation has been carried out correctly or not. Be able to take the actions needed
to improve or correct performance.
- Use of Mathematics Using mathematics to manipulate data and produce final results.
- Quality Control Analysis Assess the result derived as well as the quality of the gathered
data. Be able to estimate the source of error involved in the experimentation.

Conclusion

Brief Description and basic guidelines

Conclusion is a phase for drawing the basic conclusions based on the data that have been collected
and processed during the investigation that was carried out. In this phase learners address their
original research questions or hypotheses and consider whether these are answered or supported
by the outcomes of their investigation. It leads to new theoretical insights a more specific idea is
created on the relation between variables (following Question) or whether the hypothesis is
supported by the results of the study (following Hypothesis).

Guide your students to draw their conclusions and ask them to compare them to their original
hypothesis. Bring to the students attention any mistakes they made in the previous phase, and
which they failed to figure out, so as to correct them. Depending on the activity you might also
need to ask your students to compare their findings with the respective bibliography or theoretical
values.

Use of ICT tools

Tools that could be useful in the conclusion phase are:
 - Research tools (wikipedia, wolfram)
- Online collaboration documents for sharing input and ideas (Google docs)
- Shared space (Dropbox)
- Virtual classroom walls (Padlet, Popplet) (reflecting back on the conceptualization phase)
- Study Cards (Studyblue) (reflecting back on the conceptualization phase)
-
Manage a diverse classroom and ensure gender balance
- Encourage students to include multiple perspectives and consider alternative
explanations.
- Dont allow students to be interrupted or intimidated.
- Encourage hesitant students to speak their mind and show them you are especially
interested in what they have to say.
- Give students time to draw their conclusions and be sure that you are paying attention to
all of them equally.
- Refer to a silent students work in an affirming way.
- Credit a quiet student by making her or him the expert of the moment.
- Ask all students to take turns in making conclusions.
Main Skills involved
- Critical Thinking Assess the result derived in order to draw correct conclusion. Consider
alternative explanation.
- Active Listening Paying attention to the opinion of classmates and take into account the
proposals they provide.
- Reading and Comprehension Refer to literature and relevant theory in order to draw
conclusions.
- Speaking Communicate conclusions to teammates based on thoughts and solid
arguments.
- Monitoring Assess other team mates arguments and their degree of contribution to the
team. Encourage quiet team mates to participate more.
- Active Learning Paying attention to classmates and combining opinions to draw correct
conclusions.
- Writing Be able to produce a written report of the experimentation process and how the
team came to its conclusions based on scientific knowledge and rational arguments.
- Systems Analysis Be able to comment on the overall quality of the experimentation and
decide whether it was successful or not based on the conclusions drawn.
- Social Perceptiveness Being aware of team mates reactions and understanding why they
react as they do. Understand if all team mates agree to the teams conclusions and if not
why.
- Use of Science Use scientific rules, prior and new knowledge in order to draw
conclusions based on the data gathered and rational arguments.
- Systems Evaluation Be able to draw conclusions on the overall experimental process
- Use of Mathematics and assess the impact of experimental errors.

Discussion
Brief Description and basic guidelines
Discussion is about sharing ones inquiry process and results. It involves the process of describing,
critiquing, evaluating and discussing the whole inquiry process or a specific phase. In each step of the
inquiry cycle, generate a discussion by asking questions so as to stimulate your students and provoke
their curiosity.

Sub-phase Communication: Communication can be seen as the process where students present
and communicate their inquiry findings and conclusions, while listening to others and articulating
their own understandings. Encourage your students to put together a report which describes every
step of their experimentation. The report does not necessarily have to be an essay-type report.
Encourage your students to come up with creative ways to communicate their work. Inspire your
students to be as creative as possible while preparing the presentation of their work. Try to
facilitate them in making effective presentations depending on the type of presentation they have
chosen. If for example your students choose to make a scientific report, make sure to explain to
them the notion of references. In some cases, students often get carried away and make very
extensive and over-analytical presentations. Thus it is important for them to understand what is
really important to present and which parts are secondary.

Sub-phase Reflection: Reflection is defined as the process of reflecting on the success of inquiry
while proposing new problems for a new inquiry and suggesting how the inquiry process could be
improved. Reflection is also defined as receiving feedback from students themselves, teachers or
peers so as to improve this (sub-) phase or the whole inquiry process at the next trial.

Both Discussion sub-phases can be seen at two levels discuss or reflect the whole process at the end
of the inquiry or in relation to every other phase during the inquiry. Generate a discussion among the
students to talk about their results. Try to identify alternative explanations and point out the strong
and weak points of their work. Encourage the students to propose corrective moves and refinements
of the experimentation process.

Use of ICT tools

Different presentation tools can facilitate the students in making very creative and inspiring
presentations. Depending on the time frame of the activity, students may prepare a simple
presentation using tools like Powerpoint or ones that require the use of complicated tools like
movie making tools.

- Presentation tools (MS PowerPoint, Open Office Impress, Prezi)

- Story making tools (Storybird)
- Timeline tools (Dipity)
- Word clouds (Wordle)
- Movie and animation making tools (windows movie maker, animoto)
- Blogging tools (Blogger, Wordpress, Tumblr)
- Photo sharing and editing tools (Picasa, Instagram, Snapchat, Flickr, Photobucket)

Manage a diverse classroom and ensure gender balance

 - Allow the presentation of multiple opinions and perspectives.
- Use examples from multiple backgrounds and perspectives. The same groups should not
be always used for demonstrating positive or negative examples.
- Be sensitive to cultural differences in writing styles, recognizing that many standards apply
to the evaluation of good writing and presenting.
- Be explicit about what is expected and show examples of good writing done by other
students.
- Not all students from a particular groups share the same views. Respect the different
opinions of students.
- A writing exercise may allow all students to express their thoughts on the discussion topic.
- Be sensitive to the experiences of visibly underrepresented students in your class.

Main Skills involved

- Active Listening Giving full attention to class mates and to what other teams are
presenting. Taking time to understand what other teams did. Asking questions on their
work and results.
- Reading and Comprehension Be able to understand the written reports of other teams
and assess them. Be able to read relevant theory and reflect on new knowledge.
- Speaking Be able to communicate the work of the team as well as the results derived
using scientific terms properly and scientifically valid arguments.
- Active Learning Giving full attention to class mates, taking time to understand their point
of view and compare different points of view.
- Time Management Be able to prepare the teams presentation on time and make it fit to
the time frame allowed for presentation. Be concise and have a balanced presentation,
without having to overanalyze or skip essential parts in order to finish the presentation in
the given timeframe.
- Writing Be able to put together a successful presentation of any written format. Be
aware of the proper size of a presentation and what should be written in it. Be able to put
together a presentation that is understandable, to the point and covers all aspects of the
work done.
- Social Perceptiveness - Being aware of team mates reactions and understanding why they
react as they do while making the final presentation. Being aware of others teams'
reactions during the presentation and understanding why they react as they do.