Go-Lab: Scenarios

© Go-Lab Project - Global Online Science Labs for Inquiry Learning at School
Co-funded by EU (7th Framework Programme)
Scenarios
What they are and how you use them
04-06-2016
Ellen Wassink-Kamp
Henny Leemkuil

What is a scenario
 A Go-Lab scenario describes, in a domain
independent way, all activities, materials, and
interactions for teachers and learners that
comprise a complete (online and offline) Go-
Lab inquiry learning experience.
 Blueprint for an ILS
 How an ILS fits in a wider classroom setting
2

How do they differ
 Scenarios differ
• Phases in the ILS
• The activities included
• Combination between offline and online activities
• Individual or collaborative work
• Focus on skills
3

What do they contain
 The goal in each specific phase
 Suggestion for activities
 Suggestions for tools
 Additional tips
 Link to an example ILS
4

Where can you find them
5

Why use them
 Helps you to focus on specific skills
• Collaborative skills
• Reflection
• critical thinking
• Etc.
 Tells you how to organise your lesson around
an ILS
 Helps you to change things up once in a while
6

Six scenarios
 The basic scenario
 The jigsaw approach
 Six changing hats
 Learning by critiquing
 Find the mistake
 Structured controversy
7

Basic scenario
8

Basic scenario
 The one most of you have been using
 The familiar five phases
 fundamental inquiry tasks
• identifying variables
• making predictions
• conducting experiments
• drawing evidence-based conclusions
9

Jigsaw
10

Jigsaw
 A form of group learning where each student
needs to cooperate with his or her peers to
achieve learning goals
 Each student's contribution is necessary for the
preparation of the final outcome
 Students
• Learn to present information to their classmates
• Practice in arguing their case
• Gain collaborative skills
11

Jigsaw
12
Expert group 1 Expert group 2 Expert group 3
Orientate
Formulate hypotheses/question
Group 1 Group 2 Group 3
Draw conclusions
reflect
Investigate variable 1 Investigate variable 2 Investigate variable 3
Group 1 Group 3Group 2

Six thinking hats
13

Six thinking hats
 Edward de Bono’s (1999)
 Students wear imaginative hats representing a
mode of thinking
 By switching hats participants students refocus
or redirect their thoughts and interactions
 Students
• Are stimulated to be more creative
• Gain problem solving skills
• Are stimulated in diversity of thoughts and empathy
14

Six thinking hats
15

Six thinking hats
 Formulating an hypothesis
Put your white hat on. What do you already
know?
Put your red hat on. What does your
intuition say, how will it work?
16

Six thinking hats
 Reflection
Put your yellow hat on. What did you do
very well?
Put your black hat on. What should you do
differently.
Put your green hat on. How could you use
these conclusion in daily life?
17

Learning by critiquing
18

 Students judge the quality of an experimental
set-up
 For older students
 Students learn to
• Judge information
• Judge validity and reliability of an experiment
• Present and defend opinions
19

 Students judge based on a set of criteria given
by the teacher
 Come up with a better experiment
 Write a report
 Judge the report of other students
 Extra phases:
• General orientation and a specific orientation
• Critical reflection
20

Find the mistake
21

Find the mistake
 Spotting mistakes of other (fictitious) students
on a specific subject
 Suitable for younger students
 Students
• Clear up some common misconceptions
• Work more focused in their inquiry
• Gain more conceptual knowledge
22

Find the mistake
 Wrong idea is presented by a fictitious
character
 Students translate this idea in a hypothesis
 Perform an experiment and draw conclusions
 Another option is to let students find out who is
right and who got it wrong
23

Structured controversy
24

 Uses a controversial socio-scientific issue to
engage students
 Pairs inquiry-based science education with civic
responsibility
 Students
• Gain skills to evaluate science critically
• Gain kills to participate in constructive dialogue
about socio-scientific issues
25

 First lesson
Students work individually in the ILS to acquire
content knowledge and collect empirical evidence
to support their argument
 Second lesson
Student are split into 2 opposing teams to argue
the topic. After the debate there will be a
collaborative group discussion searching for a
compromise solution
26

How do you choose
 Skills you want to focus on
 Collaboration or work individual
 Skills and knowledge of your students
 Time available
27

Let’s try it out
Co-funded by EU (7th Framework Programme) 28

What are you going to do
 Everyone will choose a scenario two work with
 You will all work with the same lab
 You will design a lesson around the lesson
following the scenario of your choice
 You can use Graasp, but it might be easier to
make a plan on paper or in Word
 In the end we will compare differences and
discuss
29

The lab
 My Suggestion:
Splash: Virtual Buoyancy Laboratory
 Other suggestions are welcome
30

Example ILS
 An example of ILS using the basic scenario:
Splash
(by Ellen Wassink-Kamp)
31

To get you started
 The scenarios:
• The jigsaw approach
• Six changing hats
• Learning by critiquing
32
• Find the mistake
• Structured controversy
 The lab
Splash: Virtual Buoyancy Laboratory
 Example ILS
Splash (by Ellen Wassink-Kamp)

Go-Lab: Scenarios

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