Throughout the scenario, pupils will learn to make their own decisions during inquiry processes, make their own connections between questions, planning and evaluating evidence, and reflect on outcomes. Learning activities in terms of CREATIONS Approach IBSE Activity Interaction with CREATIONs Features Student Teacher Potential arts activity Phase 1: QUESTION: students investigate a scientifically oriented question Students pose, select, or are given a scientifically oriented question to investigate. Balance and navigation through dialogue aids teachers and students in creatively navigating educational tensions, including between open and structured approaches to IBSE. Questions may arise through dialogue between students’ scientific knowledge and the scientific knowledge of professional scientists and science educators, or through dialogue with different ways of knowledge inspired by interdisciplinarity and personal, embodied learning. Ethics and trusteeship is an important consideration in experimental design and collaborative work, as well as in the initial choice of question. Generate and writes down words\ideas about Neutrinos, Photons, Higgs Boson, and shares with others in order to learn from their previous knowledge. Activates previous knowledge in the fields of scientific exploration, and introduces particles by means of a virtual visit to CERN. Begin cooperation with music/fine arts/drama/dance teacher(s) at your school in order to explore those subjects. Examples: experimenting with various musical instruments and drama techniques. Phase 2: EVIDENCE: students give priority to evidence Students determine or are guided to evidence/data, which may come from individual, collaborative and communal activity such as practical work, or from sources such as data from professional scientific activity or from other contexts. Risk, immersion and play is crucial in empowering pupils to generate, question and discuss evidence. Students compare their ideas to existing evidence. Take part in virtual visit to CERN. Guide students to relevant evidence. Comparing artistic to other especially school art works created by pupils. Give preference to art projects inspired by works,
scientific phenomena. Phase 3: ANALYSE: students analyse evidence Students analyse evidence, using dialogue with each other and the teacher to support their developing understanding. Students analyse evidence and make conclusions regarding their own initiative. Help students interpret the potential implications of the evidence for the students’ own inquiry. Begin creating and rehearsing the opera within the various arts disciplines (libretto, costumes, music, etc.) Phase 4: EXPLAIN: students formulate an explanation based on evidence Students use evidence they have generated and analysed to consider possibilities for explanations that are original to them. They use argumentation and dialogue to decide on the relative merits of the explanations they formulate, playing with ideas. Formulations of scientific explanations. Guide students in their consideration of possibilities. Continued production of original material (music, etc.), and opera rehearsals. 5: CONNECT: students connect explanations to scientific knowledge Students connect explanations with scientific knowledge, using different ways of thinking and knowing (‘knowing that’, ‘knowing how’, and ‘knowing this’) to relate their ideas to both disciplinary knowledge and to interdisciplinary knowledge to understand the origin of their ideas and reflect on the strength of their evidence and explanations in relation to the original question. Formulating ideas in relation to discipline knowledge in a larger context, including how scientific and artistic ideas may cross-fertilize each other within the inquiry process. Ensure scientific quality with regard to explanations Continued rehearsals, costumes making. Phase 6: Communication of possibilities, and justifications through dialogue with other students, with science educators, and with professional scientists offer students the chance to test their new thinking and experience and be Students communicate their knowledge and explore its ethical implications. Supports the communication process and the performance: It is advised to invite community (parents, other teachers, etc.), and
COMMUNICATE: students communicate and justify explanation immersed in a key part of the scientific process. Such communication is crucial to an ethical approach to working scientifically. opera performance logistics to include a short introduction by the pupils prior to the performance. Phase 7: REFLECT: students reflect on the inquiry process and their learning Individual, collaborative and community-based reflective activity for change both consolidates learning and enables students and teachers to balance educational tensions such as that between open-ended inquiry learning and the curriculum and assessment requirements of education. Reflection process regarding the scientific and artistic conclusions Discuss the implications of a global collaboration with students Reflection on the process, and collection of documentation of data to the extent possible / sharing experiences via social media.
Assessment During your training workshop for teachers, you will be asked to assess the workshop. Please refer to the CREATIONS project website in order to learn more about assessment structures for pupils. In assessing the WASO workshop / activities, it is important to consider the scientific content, the artistic content, as well as the creative environment of the activity as it emerges at the meeting point of science and art, with regard to the CREATIONS pedagogical principles (see CREATIONS D2.1).