PATHWAY

The PATHWAY to Inquiry-Based Science Teaching

Teachers Guidelines
PATHWAY
The Pathway to Inquiry Based Science Teaching

Teachers Guidelines
Authors:

Sofoklis Sotiriou
ELLINOGERMANIKI AGOGI

Maria Xanthoudaki & Sara Calcagnini

Panagiotis Zervas & Demetrios G. Sampson

CERTH

Franz X.Bogner

Artwork:

Sylvia Pentheroudaki
ELLINOGERMANIKI AGOGI

Printed by: EPINOIA S.A., Pallini Attikis, Greece, 2012

ISBN: 978-960-473-325-5

The PATHWAY project is funded by the European Commission under the Science in Society initiative (theme FP7-SiS-2010-2.2.1.1) of the
CAPACITIES programme (project number 266624). This document reflects the views only of the authors, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
This is project deliverable D4.3 The PATHWAY to Inquiry-Based Science Teaching Teachers Guidelines

Copyright 2012 by PATHWAY Consortium | All rights reserved.

 *Contents
Introduction 5
Scope 5
Document Structure 5
1. A Renewed Pedagogy For The Future Of Europe 7
2. Constraints In Adopting The Inquiry Based Science Teaching: Teachers Perspectives 11
3. Preparing Teachers For Inquiry-Based Teaching 15
Learning To Teach Science Through Inquiry 17
Becoming Life-Long Inquirers 20
Professional Development Programs For Inquiry-Based Teaching 21
4. Guidelines For Teachers Practice 27
5. PATHWAY IBSE Generic Scenarios 35
Generic Open IBSE Scenario 37
Generic Guided IBSE Scenario 39
Generic Structured IBSE Scenario 41
6. Presentation Of PATHWAY Ask Learning Design Toolkit (PATHWAY ASK-LDT) Functionalities 45
General Description 47
Main Functionalities 50
PATHWAY ASK-LDT IBSE Scenarios Design Process 51
Characterise Learning Activities 54
Define Tools And Services 55
Define Participating Roles And Tools/Services For Each Learning Activity 56
Assign Educational Resources To The IBSE Scenario Learning Activities 58
Package Educational Resources Of An IBSE Scenario 60
Open A Saved IBSE Scenario 62
Import IBSE Scenario 64
Run An IBSE Scenario With A Learning Design Player 68
7. Indicative Examples Of IBSE Scenarios Design 69
IBSE Scenario: Sound And Light - Mechanical And Electromagnetic Waves 71
IBSE Scenario: The Electromagnetic Spectrum 80
8. Annexes 89
Annex 1: Guidelines On How To Install PATHWAY ASK-LDT On Windows Vista And Windows 7 91
Annex 2: Technical Requirements Of PATHWAY ASK-LDT 94
Annex 3: Learning Activities Description Vocabulary 94
9. References 101
10. Authors Curriculum Vitaes 107

Scope
The PATHWAY Project brings together experts in
the field of science education research and teacher
communities, scientists and researchers involved
in pioneering scientific research, policy makers
and curriculum developers to promote an effective
and widespread use of inquiry and problem-based
science teaching methodologies in primary and
secondary schools across Europe and beyond.
The PATHWAY Project aims to support the adoption of
Inquiry Based Science Education (IBSE) by demonstrating
and disseminating best teaching practices. To this
end, the project teams are focusing on facilitating the
development of communities of practitioners of inquiry
that will enable teachers to learn from each other.
Within this context and in order to support communities
of practitioners of inquiry to share, use and re-use best
teaching practices through web-based repositories, the
PATHWAY project provides a) a set of guidelines for the
implementation of IBSE in practice (in parallel with a large
number of Best Practices that are presented in project
Deliverable 3.1 along with their supporting materials
for classroom implementation) and b) a stand-alone
tool (namely PATHWAY ASK-LDT), which will enable
community members to design and express IBSE
Scenarios based on best teaching practices following
consistent and commonly recognised terms among the
educational practitioners of a given community. Strategies for Developing Inquiry as part of Scientific
Document Structure
The document is structured as follows. Following
this short introduction, Chapter 2, describes the
framework of the PATHWAY intervention. Teaching
science by inquiry, as the PATHWAY approach
5
*Introduction
suggests, requires imparting not only scientific
information but also the abilities to do inquiry and,
more deeply, an understanding of what scientific
inquiry is about. Chapter 3 presents the teachers
point of view: To implement inquiry in the classroom
there are three crucial ingredients: (1) teachers
must understand precisely what scientific inquiry
is; (2) they must have sufficient understanding of
the structure and content of science itself; and
(3) they must become skilled in inquiry teaching
techniques. The following chapters focus on the 3rd
ingredient above; Chapter 4 describes the training
opportunities for teachers (at pre- or at in-service
level). Examples of training approaches and courses
are presented and discussed. The real examples of
a primary school and a secondary school teacher
are presented and the impact the training had on
them is discussed. Chapter 5 summarises the
recommendations for teachers who need a guide,
a roadmap to implement inquiry in their everyday
practice. At this level and mainly focusing on the
teachers who have no experience in designing inquiry
lessons, the next chapters present a tool that has
been developed in the framework of the project to
support the process. Chapter 6 presents in tabular
and graphical format the learning activities sequence
of three (3) Generic Scenarios for IBSE based on
different inquiry types, namely Open, Guided
and Structured, as they have been defined in
Deliverable D2.2 - Essentials of IBSE Pedagogy:
Literacy. In Chapter 7, we present a detailed user
guide for designing IBSE Scenarios with PATHWAY
ASK-LDT and based on the inquiry types that have
been presented in Chapter 6. Finally, Chapter 8
provides indicative examples of designing IBSE
Scenarios with the use of PATHWAY ASK-LDT.
 1.
A Renewed Pedagogy
for the Future of Europe
 *1.
for the Future of Europe
Understanding science is essential in todays society.
The publics understanding of science is largely
influenced by its experiences in science classrooms. It
is therefore important that science teachers understand
science and give an accurate representation of it in
their classrooms. Science is defined as a body of
knowledge, a process of inquiry, and the people involved
in the scientific enterprise. Science teachers usually
concentrate on the body of knowledge that forms
their discipline. Students should also understand the
process of scientific inquiry; the understanding should
come through their experiences with the process in the
science classroom and outside school. Few definitions
of science include the people who are involved in the
enterprise. Yet the history of science has proven, time
and again, to be a history of scientists. Recognising the
individual qualities important to scientists and guarding
against human shortcomings that may also influence
scientific work are necessary in presenting a total picture
of science. Different models of scientific inquiry have
been developed and extensively validated in recent
years. The accumulation of valid reliable knowledge was
shown to be the aim of all the models. Science teachers
should understand the strengths and weaknesses, the
procedures, and the logical problems of the different
models of inquiry. In the science classroom there should
be a balance in emphasis on science as a body of
knowledge, a process, and a human enterprise.
The idea of teaching science by inquiry has a long
history in science education. There is an equally long
history of confusion about what teaching science by
inquiry means and, regardless of the definition, its
implementation in the classroom. The publication of
the Science Education Now: A renewed Pedagogy for
the Future of Europe report (Rocard, 2007)
once again brought science as inquiry to the top
9
A Renewed Pedagogy
of the science education agenda (following similar
actions in US in 1996 NRC, 1996, EDC Center for
Science Education, 2007) . Inquiry based learning
has been officially promoted as a pedagogy for
improving science learning in many countries (Bybee
et al., 2008 , Savas et al. 2003 , Hounsell & McCune,
2002 ; NRC, 2000 ). Inquiry can be defined as the
intentional process of diagnosing problems, critiquing
experiments, and distinguishing alternatives, planning
investigations, researching conjectures, searching
for information, constructing models, debating with
peers, and forming coherent arguments (Linn,
Davis, & Bell, 2004) . It is often touted as a way to
implement in schools the scientific method: The
crucial difference between current formulations of
inquiry and the traditional scientific method is the
explicit recognition that inquiry is cyclic and nonlinear
(Sandoval & Bell, 2004) . Inquiry learning has been
previously classified as learning science as inquiry
and by inquiry (Tamir, 1985) . Learning science as
inquiry includes learning about the way in which the
scientific endeavour progresses, and analysing the
inquiry process performed by others, sometimes
using historical perspectives (Bybee, 2000 .;
Schwab, 1962 ) Learning by inquiry, or learning the
abilities necessary to do scientific inquiry (Bybee,
2000)14, involves the learner in raising research
questions, generating a hypothesis, designing
experiments to verify them, constructing and analysing
evidence-based arguments, recognising alternative
explanations, and communicating scientific arguments
(Tamir, 1985)15. Teaching science by inquiry, the
report explains, requires imparting not only scientific
information but also the abilities to do inquiry and,
more deeply, an understanding of what scientific
inquiry is about.
 2.
Constraints in Adopting
the Inquiry-Based Science Teaching:
Teachers perspectives
 *2. Constraints in Adopting the Inquiry-Based
Science Teaching: Teachers perspectives
Teachers are the key players in the renewal of
science education. The effective widespread use
of inquiry and problem based science teaching
techniques in primary and secondary schools
heavily depends on them. There are many surveys
presenting a series of constraints in the adoption of
inquiry based methods in science teaching (Krajcik,
Mamlok & Hug, 2001 ). Further more numerous
analyses revealed that the science education
community is using the term inquiry in a variety of
ways, including the general categories of inquiry
as content and inquiry as instructional technique,
and is unclear about the terms meaning. The
evidence indicates that although teachers made
positive statements about the value of inquiry,
they often felt more responsible for teaching
facts, things which show up on tests, basics
and structure and the work ethic. (Bybee et al.,
2008)7. The main consideration is of inquiry as an
instructional technique. For not teaching science
by inquiry, not employing it for introducing the
content or not using experiences oriented to inquiry,
teachers give a number of reasons. Among them
are problems managing the classroom, difficulty
meeting curriculum requirements, difficulties in
obtaining supplies and equipment, concerns over
dangers that some experiments might pose for
students, and about whether inquiry really works.
The widespread espoused support of inquiry is more
simulated than real in practice. The greatest set of
barriers to teacher support of inquiry-based science
teaching seems to be its perceived difficulty. There
13
is a legitimate confusion over the meaning of inquiry
in the classroom. There is concern over discipline.
There is worry about adequately preparing children
for the next level of education. There are problems
associated with the teachers allegiance to teaching
facts and to following the role models of the college
professors (Crawford, 2000)
To implement inquiry in the classroom there are three
crucial ingredients: (1) teachers must understand
precisely what scientific inquiry is; (2) they must
have sufficient understanding of the structure and
content of science itself; and (3) they must become
skilled in inquiry teaching techniques. There is an
important distinction between inquiry as content
to be understood first by teachers and then by
students, and inquiry as a technique which teachers
can use to help students learn science. Science
teachers should know the differences between
three concepts. First is inquiry as a description of
methods and processes that scientists use; next is
inquiry as a set of cognitive abilities that students
might develop; and last is inquiry as a constellation
of teaching strategies that can facilitate learning
about scientific inquiry, developing the abilities of
inquiry, and understanding scientific concepts and
principles.
This document is focusing on the third concept and
aims to present to teachers methods and tools that
could support the implementation of inquiry based
strategies in school practice.
 3.
Preparing Teachers
for Inquiry-Based Teaching
 *3.
As mentioned previously, teachers have a key role
to play in the implementation of the IBSE. Teaching
inquiry-based science poses though unique and
potentially complex challenges for the teacher
(Gallagher, 2007 , Marx, Blemenfeld, Krajcik &
Soloway, 1997 ). The teachers need to coach their
students to provide scaffolding for the inquiry
and sense-making process, and reduce confusion
by modelling practices, to provide feedback and
help students plan and perform investigations. It is
important that the teachers shift in their traditional
roles and become comfortable in new roles in the
classroom. How do teachers successfully shift
from traditional teacher-centred practices to a
more student-centred inquiry-based practice?
How do teachers support the development of
deep understanding of key science ideas? How
do teachers establish learning environments that
support inquiry-based learning?
In the context of inquiry teaching, the professional
development standardissed approach the PATHWAY
project is offering a useful organiser for answers to
these questions.
Learning To Teach Science
Through Inquiry
As important as it is for teachers to understand
inquiry, develop their skills of inquiry, and learn science
concepts through inquiry, teachers also need to learn
how to teach this way. This can be done through
professional development that extends their own
inquiries to the implications for their teaching. Or it can
be done through professional development designed
especially to help teachers teach through inquiry.
17
Preparing Teachers for
Inquiry-Based Teaching
Pre-service or graduate courses and in-service
workshops are still the most prevalent formats for
teachers to develop and improve their inquiry teaching.
But many other strategies also are being used to help
both prospective and practicing teachers learn more
about teaching science through inquiry.
Loucks-Horsley et al. (1998) have identified 15
different strategies for professional development,
including case discussions, examining student work,
action research, study groups, technology-based
learning, curriculum implementation, coaching and
mentoring, and immersion in scientific inquiry (the
approach taken in Joannas workshop below). Their
research suggests that strategies in which teachers
study their own or others practice are especially
powerful in building their knowledge of how students
learn most effectively. Some examples of this kind of
professional development are the study of videos of
classroom teaching; discussion of written cases of
teaching dilemmas; and study of curriculum materials
and related student work (assignments, lab reports,
assessments, etc.).
Both written and video case studies of teaching
practice are especially useful in allowing teachers to
examine many aspects of inquiry-based teaching and
learning. Student thinking can be analysed as students
respond to problems or questions posed by the
teacher or to those that they themselves have posed.
Teachers can study the responses given by the teacher
in the video or case study and the effect of those
responses on the students. They also can consider the
teaching decisions that were or could be made to help
the students learn.
 3 Preparing Teachers for Inquiry-Based Teaching
Looking at student work, such as the write-up of an
inquiry or the results of a performance assessment,
can be a valuable process for teachers.
A number of questions can be asked and discussed
about the students inquiry abilities. Has the student
asked a question that can be addressed? Does the
design of the investigation demonstrate that the
student understands how to control variables? How
detailed is this students explanation? Is it based on
evidence? Has the student applied his or her new
knowledge appropriately to this new situation?
Working with curriculum materials can take many
forms. Teachers can work through lessons to learn
inquiry and science subject matter as well as to analyse
Discover COSMOS with a home-made telescope
Joanna Apostolaki introduces optics and astronomy in her primary school
classroom to explain the nature of light to 10 years old students.
How do I design a classroom environment that
facilitates childrens efforts to conduct investigations?
How do I behave to promote, support, and observe
inquiry? I had been teaching at primary-school for many
years before coming to a one-week COSMOS Inquiry
workshop. I was ready to learn a new way to teach
science. I was convinced that traditional approaches
were not giving my students a sense of the skills they
would need to succeed in later science courses and in a
technologically advanced world.
But instead of learning about teaching, we began as
learners of science. First the trainers set the stage for
a long-term inquiry. We played with different ways to
construct a very simple telescope, called Galileoscope.
I had always believed in hands-on activities for my
students, but I had never had the opportunity to engage
in a long term investigation of my own I had only
18
what students will learn, where they might have
trouble, and how teachers might help at those points.
Teachers can try out a replacement unit, substituting
an inquiry-oriented unit for one in their current
curriculum. Or teachers can analyse how students are
learning a particular set of outcomes from a unit that
the teachers are all teaching at the same time.
Study and use of strong, inquiry-based curriculum
materials can sharpen a teachers understanding of
inquiry and the science students are learning through
inquiry. It can create situations that stretch the
teachers knowledge, stimulate focused discussions
with colleagues, and motivate the teacher to seek
more knowledge about science content and teaching
approaches.
taken high school laboratory classes where you filled
in the blanks on worksheets. What a surprise doing an
inquiry turned out to be! I thought I knew about hands-
on science, but I discovered that there is big difference
between inquiry and hands-on.
From the starting points provided to us by the training
team, we came up with a series of questions that would
guide our investigations. The trainers told us that,
like scientists, we might take some twists and turns,
but that the time spent on our investigation would
lead us to new understandings about light, optics and
astronomy and also about the process of inquiry.
In partnership with two other teachers from my country,
we choose our own question to investigate. We all
had been intrigued with the coloured astronomical
images; the main task was to explain how the coloured
 3 Preparing Teachers for Inquiry-Based Teaching
images of the astronomical objects are produces. We
figured that if we could explain it to ourselves, then
we could explain it to others and really understand the
phenomenon.
At first we re-created all the colours of the light
spectrum and then determined what shadows each
created. As predicted, our investigation took many
twists and turns, but each gave us a new piece of the
puzzle. For example, with the training team assistance,
we have used the Salsaj software tool that presents
a demonstration of how adding colours (by putting
coloured filters in front of a light source) changed the
light that reached our eye. We also read about the
frequencies of visible light and about how the eye
perceives those frequencies.
If we had more time we could have gone in many more
directions. As it was, we felt we had learned a tremendous
amount of science content and also how to go about
answering our own questions.
As we worked, we talked with other investigators,
shared ideas, and began to understand how important
it is to collaborate. When the time came to share our
inquiries, we were amazed to see how far our group had
come in a few short days and how well our investigation
19
meshed with the other inquiries into light and colour
which are the big ideas behind the approach.
As primary school teachers, most of us had never
undertaken independent investigations in any of
the sciences. We felt proud of our ability to pick
a question and pursue it to some conclusions. In
addition, by experiencing inquiry firsthand we came
to appreciate some of its critical pieces, such as the
power of questioning at every stage. Establishing a
question to pursue at first was important, but so were
other questions, such as, how can you explain what
you observe? What evidence do you have that your
explanation is a good one? Is there an alternative
explanation you can think of and why is your other
one more credible? We were given models, materials,
and subtle guidance for how to inquire. We learned
important scientific content by experimenting,
interacting with scientists, and consulting a variety of
resources, including the databases of astronomical
observatories. We gained an understanding about
the complex interplay of colour addition (light) and
colour subtraction (pigment) and about what cause the
colours that we see. We tasted firsthand the sense of
competence and confidence that comes with being a
self-reliant learner.
I have constructed about 200 Galileoscopes with my
10-year old students since then
Joannas story is likely to continue as she and her
colleagues repeat the project with new students
year on year. As they increase their comfort with the
materials, they will be able to focus on student thinking
and learning and adjust their questioning, probing,
and elaborating to deepen students understanding.
Ongoing collaboration with other teachers, and with
others with more expertise in science and student
 3 Preparing Teachers for Inquiry-Based Teaching
learning, helps teachers such as Joanna continue
to learn science concepts, inquiry abilities, and how
scientific knowledge advances.
Joannas reflections also point out some important
features of professional development for inquiry-based
teaching. One is the need for teachers to do inquiry
to learn its meaning, its value, and how to use it to
help students learn. Another is the importance of a
community of teacher learners that mirrors scientific
communities. According to the PATHWAY approach,
such communities both challenge and support the
development of knowledge by scientists, students,
and, in this case, teachers. Joannas reflections also
demonstrate that it can take a significant amount of
time to make transformational changes in teaching.
Professional development that focuses on improving teaching
through inquiry achieves several simultaneous objectives:
Becoming Lifelong Inquirers
This chapter uses the term professional
development to refer to opportunities those
teachers have to learn at all stages of their
careers. It thus encompasses learning experiences
for prospective, beginning, and experienced
teachers through pre-service, induction, and in-
service programs, respectively. This chapter also
emphasizes the importance of thinking about
professional development as a continuum. Teachers
at any level may know an enormous amount about
some things but not others, and the stage of their
careers should not dictate what they will learn and in
what depth they will learn it.
The PATHWAY approach emphasises the importance
of lifelong learning. Professional development
20
It provides teachers with learning experiences
different from the more traditional college course
or in-service workshop to include one-on-one
experiences such as coaching, collaborative
work such as study groups, and job-embedded
learning such as action research.
It focuses on important aspects of teachers
practice, including the organisation and
presentation of curriculum, student work, and
teaching dilemmas.
It helps teachers think carefully about how their
students come to understand important science
concepts through inquiry, what help their students
need in developing the specific abilities of inquiry,
and what learning experiences can make the work
of scientists real to their students.
should satisfy the ongoing need of all prospective
and practicing teachers to continue to grow, to
increase their knowledge and skills, and to improve
their value to their students. A commitment to
inquiry as something that all humans should do
to improve their lives and those of others is an
important theme for professional development, in
addition to its other goals.
The most effective professional development not
only stimulates the need to continue to learn. It
also provides knowledge about where to look for
information, it provides opportunities to improve
teaching and learning, and it introduces teachers
to tools for continuous improvement. These tools
include strategies to analyse classroom experiences;
to observe and provide useful feedback to others;
 3 Preparing Teachers for Inquiry-Based Teaching
to record and document observations and important
information from other sources; and to search
databases for useful guidance and material.
The PATHWAY Best Practices (Deliverable D3.1)
show several of these tools in action. Several
of the Best Practices also illustrate ongoing
learning through inquiry. In the framework of these
activities teachers are asked to define a research
question about their teaching, design and use a
data collection and analysis scheme to address
the question, and then report the results to their
colleagues. Such action research projects are
important sources of information for teachers.
They organise what might otherwise be random
impressions, unsystematic observations, and
unconscious behaviours into a frame that can inform
teachers practice. They give teachers a tool that
they can use to pursue questions about teaching
throughout their careers.
In Joannas case, a teacher who had not previously
experienced inquiry had her eyes opened to its
possibilities as a source of ongoing learning.
Through professional development, she acquired
the confidence to continue to inquire into science
concepts. Joannas motivation to think deeply about
how her students were learning and what abilities
they needed to keep learning produced continual
refinements in her teaching and the learning
environment she established for her students.
Professional Development
Programs For Inquiry-Based
Teaching
Professional development often suffers from being
piecemeal and fragmented. Pre-service programs are
21
often simply a collection of courses. Great rifts exist
between science courses and education courses and
between courses within both science and education.
New teachers are often placed in the least desirable
teaching positions, with full teaching loads, many
preparations, difficult-to-teach students, and little or
no support to ease the challenging transition from
student to full-time professional.
Similarly, professional development for in-service
teachers is generally fragmented, consisting
primarily of short workshops that are neither
connected to each other nor to the teachers
classroom work.
Professional development that is supposed to
improve inquiry-based teaching can have all these
ills, and in addition, it often does not explicitly help
teachers learn inquiry abilities and understandings.
Programs are needed that explicitly attend to inquiry
both as a learning outcome for teachers and as
a way for teachers to learn science subject matter.
Furthermore, these programs need to help teachers
learn how to teach through inquiry.
The PATHWAY Best Practices describe very different
professional development programs, from Bayreuth
University courses for prospective teachers, to
immersion in inquiry in a science museum during
SMEC courses, to a one week intensive COSMOS
course on design of Inquiry Based activities. Yet
all share some attributes of effective professional
development programs.
First, they offer coherent opportunities for teachers
to learn over time. The masters programs and long-
term curriculum implementation help teachers to
 3 Preparing Teachers for Inquiry-Based Teaching
gain new knowledge and apply it to their teaching
with support by colleagues, their schools, and
districts. Second, many of these professional
development programs were the product of a
collaboration of many people and organisations.
Partnerships between educators, universities, and
research institutions involve scientists in creating
opportunities for teachers to conduct scientific
research an activity so critical to their teaching
that it merits inclusion in both pre-service and
Schoolhouse scientists
Becky Parker gets her students involved in particle physics at CERN.
Although we are all curious about the world we live
in, research is a pursuit usually reserved for full-time
scientists and university students. Laboratory space
and equipment are costly, and experiments take lots of
time and patience. But, every so often, a lucky school
student is given a unique chance to step into the shoes
or lab coat of a scientist. Such opportunities are
now becoming more accessible, thanks to teachers
like Becky Parker. In 2007, Becky, who teaches physics
in the UK, travelled 10 hours by coach with 50 of
her students on an annual school visit to CERN, the
worlds largest particle physics laboratory, in Geneva,
Switzerland. That trip would prove to be a pivotal point
in her career.
When we returned from our visit to CERN, we heard
about the Space Experiment Competition, run by the
British National Space Centre now UK Space Agency
and Surrey Satellite Technology Limited, Becky says.
My students thought it would be a good idea to use
particle detectors we had seen at CERN to measure
22
in-service programs. Finally, all of the programs
illustrated here have a clear commitment to the
vision of the PATHWAY approach, which call for
giving teachers the knowledge and abilities they
need to address the science literacy needs of all
their students. All of the programs view inquiry as
a set of abilities and understandings that teachers
themselves needed to have, and their students
needed to learn as well as being a vehicle
through which subject matter can be learned, and
learned well.
cosmic radiation. The particle detectors, known as
TimePix chips, were developed by the international,
multi-institutional MediPix collaboration. Each MediPix
and TimePix chip consists of a grid of pixels. The
Medipix chip counts each light particle (photon);
its important advantage compared to conventional
techniques is that no signal whatsoever is measured
if no photon enters. This means that there is no noise
irrespective of the period of exposure. Unlike a MediPix
chip, which just detects incoming particles, a TimePix
chip uses an external clock with a frequency of up to
100 MHz as a time reference. Michael Campbell,
the spokesperson for the MediPix collaboration, had
already thought the TimePix chips could be used
in schools, Becky says. For the competition, my
students designed the Langton Ultimate Cosmic ray
Intensity Detector (LUCID), which uses four TimePix
chips around the sides of a cube and one on its bottom
to collect cosmic ray data.
 3 Preparing Teachers for Inquiry-Based Teaching
Cosmic rays are subatomic particles produced by
a variety of events in outer space. They originate in
the Sun, other stars, and in unidentified sources at
the edge of the visible Universe. Cosmic rays travel
unimpeded through vast stretches of empty space, and
scientists can detect those that cross paths with Earth,
revealing a wealth of information about the Universe.
Beckys students hoped to make their own contribution
to cosmic ray detection. We entered LUCID into the
competition and ended up in second place! We were
awarded with the opportunity to fly LUCID on board the
TechDemoSat satellite, planned to launch in 2012,
Becky says. The initial LUCID team was three boys
and three girls, but now we have 30 to 40 students
involved at any given time. The students are working on
protocols for sending commands when the experiment
is in space effectively setting up a mission control.
The results from LUCID will yield valuable insights
about the cosmic ray environment. Wishing to share
the excitement of LUCID, Becky has founded the
CERN@school programme, in which smaller versions
of LUCID are distributed to other schools. Students
gather cosmic ray data, which is collected and made
available to all the schools through the CERN@school
website. Ten UK schools are currently involved in the
programme, which will soon expand to other schools in
Europe and the USA.
CERN@school students experience the excitement of
being involved in real scientific research, Becky says.
They collaborate with an international body of students
and are encouraged to consider careers in physics
and engineering. The project also allows teachers to
act as practicing scientists, and researchers are given
opportunities to work in school settings. Enthusiasm
about scientific research is nothing new for Becky. After
enjoying science and maths at school, she completed
23
a physics degree at the University of Sussex, UK, and a
masters degree in conceptual foundations of science
at the University of Chicago, USA. She returned to the
University of Sussex for a teaching degree, choosing
to teach physics because she loved the subject and
wanted people to be excited and inspired by physics.
Becky Parker has now been a teacher for 18 years and
has long taught at the Simon Langton Grammar School
for Boys, which also enrolls girls in their last two years
before university. She first visited CERN in 1993 and
began an annual school trip to the institution in 1995,
leading ultimately to the fateful 2007 trip that inspired
LUCID.
Driven by the successes of LUCID and CERN@school,
Becky recently founded the Langton Star Centre, which
encourages students to perform research beyond the
realm of particle physics. The centre offers students
from many schools a chance to work with experts in
plasma physics, astronomy and molecular biology.
One of the centres plasma physics students has even
published his work in a peer-reviewed journal (Hatfield,
2010). Indeed, since the initiation of the LUCID
project, Simon Langton Grammar School has come to
 3 Preparing Teachers for Inquiry-Based Teaching
contribute 0.05% to 1% of all physics students at UK
universities, more than doubling its previous numbers.
The school also produces more engineers these days,
and a high proportion of its female students continue in
physics and engineering.
So what will Becky Parker do next? We hope to expand
the CERN@school project, she says. With detectors
in schools across Europe, we have the potential to do
really exciting new physics. We are working out a way
Becky visited CERN with her students for many years.
At CERN scientists cared about education and made
it possible for teachers (and, in other programs,
students) to participate in the actual research being
conducted. The professional development gave her an
opportunity to actually do science, which neither her
pre-service program nor previous in-service programs
had given her. In this situation, she was introduced to
this unique research environment in a way that he had
not known it before. It also taught her a variety of ways
to inquire about this research environment. In sum, it
equipped her to think about how the inquiry process
and inquiry abilities could interweave with science
subject matter and how she could use the advanced
scientific environment as a primary locale for her
students learning.
Beckys account though reflects some concerns that
are common among teachers early in their exploration
of inquiry. Initially she perceived that her teaching was
already successful and that an important part of her
role as science teacher was to help students become
familiar with the myriad facts and concepts of science.
Yet she also suspected that her students were not
really learning (and retaining) what she wanted them
to know. And she knew she was neglecting the need
to help her students learn inquiry skills and understand
how scientists used those skills to produce knowledge.
24
to store more data from LUCID and CERN@school by
linking the schools together with the help of GridPP,
which is a collaboration of particle physicists and
computer scientists from the UK and CERN, forming
the UK distributed computing network that is part of
the wider CERN Grid. This grid will provide superior
data analysis, taking the project to a new level of
sophistication and potential.
Becky came to see that moving toward inquiry-based
teaching meant adopting a different role as a teacher.
She created more opportunities for her students to
explore ideas alone, with materials, and with each
other. She listened more so she could learn what
they understood and misunderstood, what they were
thinking, and what they were learning. And she learned
to structure her lessons around big ideas rather than
around the facts and formulas that she had previously
seen as central to the discipline of physics.
Beckys reflections demonstrate many of the changes
that can reorient teaching toward inquiry. She is using
inquiry in different ways by teaching inquiry abilities,
an understanding of inquiry, and science subject
matter through inquiry. She is paying more attention
to student questions and creating opportunities for
them to collect evidence and use it as the basis for
explanations, and she is doing this before she presents
material to them rather than after.
This lies at the heart of the PATHWAY view of
inquiry. All of the programs helped teachers learn
science subject matter, develop inquiry abilities, and
do so through their own opportunities to inquire.
Professional development for inquiry-based teaching
and learning is critical to the future of science
education.
 4.
Guidelines for Teachers Practice
 *4. Guidelines for Teachers Practice

This chapter summarises (in a table format below17)
the main guidelines for the implementation of inquiry
in practice. The PATHWAY project offers in parallel
a long list of Best Practices (Deliverable D3.1) that
could facilitate the implementation of the IBSE
scenarios in the school practice. Chapter 6 proposes
the PATHWAY templates for the implementation of
IBSE in practice, while Chapter 7 presents a series
of instructions on how a teacher can prepare his/
her own scenario (lesson plan, educational visit, field
trip) by using the PATHWAY ASK-LDT tool.

Inquiry Based Science Education means

What students learn is greatly influenced by how they are taught.
The actions of teachers are deeply influenced by their perceptions of science as an enterprise and as
Taking into account that: a subject to be taught and learned.
Student understanding is actively constructed through individual and social processes.
Actions of teachers are deeply influenced by their understanding of and relationships with students.

Organising educational activities in museums, science centers and research centers.

Encouraging, developing
and fostering links
between formal and
informal learning
environments by:
Demonstrate How Science Works and How Scientists Work using these contexts as living
laboratories where inquiry is promoted and implemented in practice.
Find opportunities to demonstrate the Nature of Science and to introduce your students in the
culture of science.
Cooperate with the museum educators and the outreach groups
Try to create links between the exhibitions and the school curriculum

Inquiry Based Science Learning means

Adopting an inquiry-based
teaching and learning
approach for sciencse,
which is based on:
Observing: watching carefully, taking notes, comparing and contrasting.
Questioning: asking questions about observations; asking questions that can lead to
investigations.
Hypothesising: providing explanations consistent with available observations.
Investigating: planning, conducting, measuring, gathering data, controlling variables.
Interpreting: synthesising, drawing conclusions, seeing patterns.
Communicating: informing others in a variety of means: oral, written, representational.
Evaluating: developing critical opinions based on observations and already-acquired knowledge.

Students View Themselves as Active Participants in the Process of Learning

They look forward to doing science.
They demonstrate a desire to learn more.
They seek to collaborate and work cooperatively with their peers.
They are confident in doing science; they demonstrate a willingness to modify ideas, take risks, and
display healthy scepticism.
They respect individuals and differing points of view.
When students are doing
Students Accept an Invitation to Learn and Readily Engage in the Exploration Process
inquiry-based science:
They exhibit curiosity and ponder observations.
They take the opportunity and time to try out and persevere with their own ideas.
Students Plan and Carry Out Investigations
They design a fair test as a way to try out their ideas, not expecting to be told what to do.
They plan ways to verify, extend, or discard ideas.
They carry out investigations by handling materials with care, observing, measuring, and recording
data.

29
 4 Guidelines for Teachers Practice

Inquiry Based Science Learning means

Students Communicate Using a Variety of Methods
They express ideas in a variety of ways: journals, written reports, drawing, graphing, charting, etc.
They listen, speak, and write about science with parents, teachers, and peers.
They use the language of the processes of science.
They communicate their level of understanding of concepts that they have developed to date.
Students Propose Explanations and Solutions and Build a Store of Concepts
They offer explanations both from a store of previous experience and from knowledge gained as a
result of ongoing investigation.
They use investigations to satisfy their own questions.
They sort out information and decide what is important (what does and does not work).
They are willing to revise explanations and consider new ideas as they gain knowledge (build
When students are doing understanding).
inquiry-based science, it Students Raise Questions
happens that: They ask questions - verbally or through actions.
They use questions that lead them to investigations that generate or redefine further questions and ideas.
They value and enjoy asking questions as an important part of science.
Students Use Observations
They observe carefully, as opposed to just looking.
They see details, seek patterns, detect sequences and events; they notice changes, similarities,
and differences.
They make connections to previously held ideas.
Students Critique Their Science Practices
They create and use quality indicators to assess their own work.
They report and celebrate their strengths and identify what they would like to improve upon.
They reflect with adults and their peers.

The teachers role becomes less involved with direct teaching and more involved with modelling,
guiding, facilitating, and continually assessing student work.
Teaching in the inquiry
The teachers role is more complex, including greater responsibility for creating and maintaining
classroom, involves:
conditions in which children can build understanding.
The teacher is responsible for developing student ideas and maintaining the learning environment.

Teachers Model Behaviours and Skills

They show children how to use new tools or materials.
They guide students in taking more and more responsibility in investigations.
They help students design and carry out skills of recording, documenting, and drawing conclusions.
Teachers Support Content Learning
They help students form tentative explanations while moving toward content understanding.
They introduce tools and materials and scientific ideas appropriate to content learning.
They use appropriate content terminology, as well as scientific and mathematical language.
There are skills a teacher Teachers Use Multiple Means of Assessment
must develop in order to They are sensitive to what children are thinking and learning, and identify areas in which children are
support student learning struggling.
of scientific ideas. They talk to children, ask questions, make suggestions, share, and interact.
They move around and make themselves available to all students.
They help children go to the next stage of learning with appropriate clues and prompts.
Teachers Act as Facilitators
They use open-ended questions that encourage investigation, observation, and thinking.
They carefully listen to students ideas, comments, and questions, in order to help them develop
their skills and thought processes.
They suggest new things to look at and try, and encourage further experimentation and thinking.
They orchestrate and encourage student dialogue.

30
 4 Guidelines for Teachers Practice

Quality science education pedagogy means

That a teacher or an
informal educator can
enhance an internally
persuasive dialogue by
attending to the following:
Pose authentic questions (see below for more details).
Pose follow-up questions that appreciate student answers.
Challenge the student on a suitable level.
Give room for reflection by the learner and/or among learners (i.e. invite to comparisons, establish
conflicts etc.).

1. Trigger an interest in knowing how the phenomenon works.

2. Allow for full observation of the phenomenon.
Facilitate reflection
3. Allow for hypothesis-making.
through five steps:
4. Allow for reasoning.
5. Allow for verification through empirical investigation.

Taking into account
childrens misconceptions
in the following ways:
Let the child start from her own ideas and go on questioning them through observation, experience,
modeling etc., through contradiction with ideas of the other pupils or with information taken from
sources.
Constructivism shows that a conception may be questioned by a student at two levels of
knowledge and individual level: at first, the knowledge system must be dismantled hence
destabilising the student, then new knowledge must be restructured and so individual learning is be
re-stabilised.
Use an experimental element which can lead to a meta-cognitive reflection.
Employ scientific debate as a tool to build essential qualities of a scientific mind and a critical
stance.
Question misconceptions through building hypotheses which can be tested via investigation.
Reflect on the (learning) relationship between the way science is built in the scientific community
and the way children are led to learn science.

Inquiry Based Science Learning means also using museums and research centres in order to
interact with highly skilled face to face learning staff
see how science works and how scientists work
take part in playful, fun, enjoyable activities
engage in purposeful and reflective conversations
use a variety of senses
Provide students with
develop interactions in ways that meet their needs
opportunities to
learn how to learn
be independent and self-directed learners
relate new learning to their prior experience or knowledge
explore, investigate, experiment and be creative
encounter, observe and investigate real, authentic objects or specimens.

Enhance interaction
with museum educators
and scientists and aim
to maximise students
learning by:
aligning and realigning the learning experience to the needs of the students
creating environments where learners feel safe and supported
allowing for a variety of students learning outcomes
encouraging a suitable selection of learning experiences by the student
guiding students to develop questions and ideas that are new or challenging to them
supporting students in consolidating their understanding
making decisions about how and when to scaffold the students experience with appropriate
questions, information and activity
promoting both social learning and independent, self-directed learning
catering for a variety of learning styles
encouraging freedom to explore, experiment and be creative
allowing students to feel successful throughout the learning experience
allowing for progression/development.

31
 4 Guidelines for Teachers Practice

Inquiry Based Science Learning means also using museums and research centers in order to
Adopting the perspective of the teacher.
Reducing the novelty effect
Reinforcing the learning experience.
Encouraging joint productive activity by
Adopt a contextualised Encouraging discussion among peers and with adults;
approach promoting curiosity and interest;
providing choice and control;
stimulating cognitive engagement and challenge;
creating personal relevance.
Supporting dialogue, literacy and/or research skills.

32
5 Guidelines for teachers practice
 5.
PATHWAY IBSE Generic Scenarios
 *5. PATHWAY IBSE Generic Scenarios

In this Chapter, we present the tabular and graphical
representation of three (3) IBSE Generic Scenarios
based on different inquiry types, namely Open,
Guided and Structured, as they have been
defined in PATHWAY internal document Essentials
of IBSE Pedagogy: Strategies for Developing
Inquiry as part of Scientific Literacy (Levy et al.
2011)18. The scope of this representation is to
enable incorporation of these Generic Scenarios
in PATHWAY ASK-LDT, so as to facilitate science
education teachers to design IBSE Scenarios based
on the aforementioned inquiry types.

Generic Open IBSE Scenario

In this section the sequence of the learning activities carried out in a Generic Open IBSE Scenario is presented.

Table 1: Description of Learning Activities Sequence for a Generic Open IBSE Scenario

Generic Open IBSE Scenario

PHASE 1:
QUESTION POSE A SCIENTIFICALLY ORIENTED QUESTION
INVESTIGATION Students pose a scientifically oriented question, which will be investigated through further learning
OF SCIENTIFICALLY activities.
ORIENTED QUESTIONS

PHASE 2:
COLLECT EVIDENCE AND DATA
EVIDENCE -
Students determine and collect evidence and data. They give priority to evidence which allows the
GIVE PRIORITY
development of explanations that address the scientifically oriented question posed.
TO EVIDENCE

PHASE 3:
DECIDE ON THE ANALYSIS OF EVIDENCE
ANALYSE -
Students decide how to analyse evidence by proposing possible explanations.
ANALYSE EVIDENCE

PHASE 4: FORMULATE EXPLANATIONS

EXPLAIN - FORMULATE Students decide how to formulate and evaluate explanation based on evidence, so as to address the
EXPLANATIONS scientifically oriented question posed.

PHASE 5:
CONNECT RESOURCES TO SCIENTIFIC KNOWLEDGE
CONNECT -
Students find and examine alternative resources and form connections to scientific knowledge.
CONNECT EXPLANATIONS

PHASE 6:
COMMUNICATE - CHOOSE METHOD OF COMMUNICATION
COMMUNICATE AND Students choose how to communicate, present and justify their proposed explanations.
JUSTIFY

PHASE 7:
STRUCTURE REFLECTION ON THE INQUIRY PROCESS
REFLECT REFLECT ON
Students decide how to structure reflection on the inquiry process and their learning.
THE INQUIRY PROCESS

37
 5 PATHWAY IBSE Generic Scenarios

Figure 1: Graphical Representation of the Flow of Learning Activities for a Generic Open IBSE Scenario

PHASE 1:
POSE A SCIENTIFICALLY ORIENTED
QUESTION - Investigation QUESTION
of scientifically oriented questions

PHASE 2:
EVIDENCE COLLECT EVIDENCE AND DATA
Give priority to evidence

PHASE 3:
ANALYSE DECIDE THE EVIDENCES ANALYSIS
Analyse evidence

PHASE 4:
DECIDE EXPLANATIONS
EXPLAIN
Formulate explanations FORMULATION

PHASE 5:
CONNECT RESOURCES TO SCIENTIFIC
CONNECT
KNOWLEDGE
Connect explanations

PHASE 6:
COMMUNICATE CHOOSE HOW TO COMMUNICATE
Communicate and Justify

PHASE 7:
STRUCTURE REFLECTION ON THE
REFLECT INQUIRY PROCESS
Reflect on the inquiry process

38
 5 PATHWAY IBSE Generic Scenarios

In this section the sequence of the learning activities carried out in a Generic Guided IBSE Scenario is
presented.

Table 2: Description of Learning Activities Sequence for a Generic Guided IBSE Scenario
Generic Guided IBSE Scenario

PHASE 1:
QUESTION SELECT FROM SCIENTIFICALLY ORIENTED QUESTIONS PROVIDED
INVESTIGATION Students select from a range of (or refine) scientifically oriented questions (provided by the teacher),
OF SCIENTIFICALLY which could be investigated through further learning activities.
ORIENTED QUESTIONS

PHASE 2: SELECT FROM EVIDENCE AND DATA PROVIDED

EVIDENCE - GIVE Students select from data/evidence provided by the teacher. They give priority to evidence which allows
PRIORITY TO EVIDENCE the development of explanations that address the scientifically oriented question posed.

PHASE 3: SELECT WAYS OF ANALYSING EVIDENCE FROM THOSE PROVIDED

ANALYSE - Students select from possible ways (provided by the teacher) of analysing evidence and propose possible
ANALYSE EVIDENCE explanations

PHASE 4: SELECT WAYS OF FORMULATING EXPLANATIONS FROM THOSE PROVIDED

EXPLAIN - FORMULATE Students select from possible ways (provided by the teacher) to formulate and evaluate explanations, so
EXPLANATIONS as to address the scientifically oriented question posed.

PHASE 5: RECEIVE DIRECTIONS FOR CONNECTING RESOURCES TO SCIENTIFIC KNOWLEDGE

CONNECT - CONNECT Students are directed by the teacher to alternative resources and they are presented how to form
EXPLANATIONS connections to scientific knowledge.

PHASE 6:
RECEIVE DIRECTIONS FOR COMMUNICATION AND JUSTIFICATION
COMMUNICATE -
Students are provided concrete guidelines by the teacher, on how to communicate, present and justify
COMMUNICATE
their proposed explanations.
AND JUSTIFY

PHASE 7: RECEIVE DIRECTIONS FOR STRUCTURING REFLECTION ON THE INQUIRY PROCESS

REFLECT REFLECT ON Students are provided concrete guidelines by the teacher, to structure reflection on the inquiry process
THE INQUIRY PROCESS and their learning.

39
 5 PATHWAY IBSE Generic Scenarios

Figure 2: Graphical Representation of the Flow of Learning Activities of a Generic Guided IBSE Scenario

PHASE 1:
SELECT FROM PROVIDED
QUESTION - Investigation
SCIENTIFICALLY ORIENTED QUESTIONS
of scientifically oriented questions

PHASE 2:
SELECT FROM PROVIDED EVIDENCE
EVIDENCE
AND DATA
Give priority to evidence

PHASE 3:
SELECT FROM PROVIDED WAYS
ANALYSE
OF ANALYSING EVIDENCE
Analyse evidence

PHASE 4:
SELECT FROM PROVIDED WAYS OF
EXPLAIN
Formulate explanations FORMULATING EXPLANATIONS

PHASE 5:
RECEIVE DIRECTIONS FOR CONNECTING
CONNECT
RESOURCES TO SCIENTIFIC KNOWLEDGE
Connect explanations

PHASE 6:
RECEIVE DIRECTIONS FOR
COMMUNICATE COMMUNICATION AND JUSTIFICATION
Communicate and Justify

PHASE 7:
RECEIVE DIRECTIONS FOR STRUCTURING
REFLECT REFLECTION ON THE INQUIRY PROCESS
Reflect on the inquiry process

40
 5 PATHWAY IBSE Generic Scenarios

In this section the sequence of the learning activities carried out in a Generic Structured IBSE Scenario is
presented.

Table 3: Description of the Learning Activities Sequence for a Generic Structured IBSE Scenario

Generic Structured IBSE Scenario

PHASE 1:
QUESTION A SCIENTIFICALLY ORIENTED QUESTION IS GIVEN
INVESTIGATION Students are provided a scientifically oriented question by the teacher, which will be investigated through
OF SCIENTIFICALLY further learning activities.
ORIENTED QUESTIONS

PHASE 2: EVIDENCE AND DATA GIVEN

EVIDENCE - GIVE Students are provided data/evidence by the teacher, which allow the development of explanations that
PRIORITY TO EVIDENCE address the scientifically oriented question posed.

PHASE 3:
A WAY OF ANALYSING EVIDENCE IS PROVIDED
ANALYSE -
Students are guided by the teacher on how to analyse evidence.
ANALYSE EVIDENCE

PHASE 4: A WAY OF FORMULATING EXPLANATIONS IS PROVIDED

EXPLAIN - FORMULATE Students are provided by the teacher a way to formulate and evaluate explanations, so as to address the
EXPLANATIONS scientifically oriented question posed.

PHASE 5: RESOURCES PROVIDED FOR PRESENTING THE CONNECTION TO SCIENTIFIC KNOWLEDGE

CONNECT - CONNECT Students are provided by the teacher alternative resources and they are presented with connections to
EXPLANATIONS scientific knowledge.

PHASE 6:
STRUCTURED STEPS FOR COMMUNICATION AND JUSTIFICATION ARE GIVEN
COMMUNICATE -
Students are provided by the teacher with all steps, so as to communicate, present and justify their
COMMUNICATE
proposed explanations.
AND JUSTIFY

PHASE 7: STRUCTURED FRAMEWORK FOR REFLECTION ON THE INQUIRY PROCESS IS PROVIDED

REFLECT REFLECT ON Students are provided by the teacher a structured framework for reflection on the inquiry process and
THE INQUIRY PROCESS their learning.

41
 5 PATHWAY IBSE Generic Scenarios

Figure 3: Graphical Representation of the Flow of Learning Activities of a Generic Structured IBSE Scenario

PHASE 1:
PROVIDE A SCIENTIFICALLY ORIENTED
QUESTION - Investigation
QUESTION
of scientifically oriented questions

PHASE 2:
EVIDENCE PROVIDE EVIDENCE AND DATA
Give priority to evidence

PHASE 3:
ANALYSE PROVIDE A WAY OF ANALYSING EVIDENCE
Analyse evidence

PHASE 4:
PROVIDE A WAY OF FORMULATING
EXPLAIN
Formulate explanations EXPLANATIONS

PHASE 5:
PROVIDE RESOURCES AND PRESENT THE
CONNECT
CONNECTION TO SCIENTIFIC KNOWLEDGE
Connect explanations

PHASE 6:
PROVIDE STRUCTURED STEPS FOR
COMMUNICATE COMMUNICATION AND JUSTIFICATION
Communicate and Justify

PHASE 7:
PROVIDE STRUCTURED FRAMEWORK FOR
REFLECT REFLECTION ON THE INQUIRY PROCESS
Reflect on the inquiry process

42
 6.
Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)
 *6. Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)
In this Chapter, we present the functionalities of the
PATHWAY ASK Learning Design Toolkit (PATHWAY
ASK-LDT) and a detailed user guide for designing
IBSE Scenarios with PATHWAY ASK-LDT based
on the inquiry types that have been presented in
Chapter 6.
General Description
The PATHWAY ASK Learning Design Toolkit
(PATHWAY ASK-LDT) is a stand-alone tool, based
on IMS Learning Design (www.imsglobal.org/
learningdesign/). The PATHWAY ASK-LDT is used
in order to design IBSE Scenarios based on pre-
defined Generic IBSE Scenarios and generate
Figure 4: Starting Up the Installation Process
47
packages conformant to the IMS Learning Design
specification.
In order to start the PATHWAY ASK-LDT you have to
run the file named PATHWAY ASK-LDT v1.0.msi. A
window will appear asking you to proceed with the
installation process. You have to follow all the steps
of the process by pressing the Next button (See
Figure 4, Figure 5 and Figure 6). After the finalisation
of the installation the following message will
appear: The InstallShield Wizard has successfully
installed PATHWAY ASK-LDT v 1.0. Click Finish to
exit the wizard and the PATHWAY ASK-LDT logo
will appear on the Windows Menu (See Figure 7 and
Figure 8).
6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)

Figure 5: Accept the terms

in the license agreement
during the Installation
Process

Figure 6: Installing the

Application (PATHWAY
ASK-LDT)

48
6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)

Figure 7: Confirmation of
the successful Installation
Process

Figure 8: Select to run the program through the

Windows menu All Programs PATHWAY
Tools PATHWAY ASK-LDT

49
 6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)
Provided that the installation process completed successfully the first screen of the PATHWAY ASK-LDT will
appear (see Figure 9).
Main Functionalities
The main functionalities of PATHWAY ASK-LDT include:
Creation of a new IBSE Scenario: The user
can create a new IBSE Scenario based on a
pre-defined Generic IBSE Scenario namely,
the Guided IBSE Scenario, the Open IBSE
Scenario and the Structured IBSE Scenario.
Definition of the Learning Activity Types: The
user can characterise each Learning Activity
of the IBSE Scenario by using a common
vocabulary of terms based on Dialog Plus
Learning Activities Taxonomy .
Definition of the Tools and Services: The user
can specify possible tools and services for the
environment that the Learning Activities of the
IBSE Scenario are performed.
50
Figure 9: PATHWAY
ASK-LDT About Page
efinition of the Participating Roles and
D
Tools/Services for each Learning Activity:
The user can define the roles participating in
each Learning Activity of the IBSE Scenario, as
well as the Tools/Services that are needed for
performing each Learning Activity.
Definition of Educational Resources of the
Learning Activities: The user can assign
educational resources (in the form of html
pages, images, videos etc.) for the Learning
Activities of the IBSE Scenario or possibly
change the existing ones.
Generation of IMS LD Content Packages: The
user can save an IBSE Scenario as a content
package (zip format) conformant with the IMS
LD specification.
 6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)
PATHWAY ASK-LDT IBSE Scenarios Design Process
This section presents the use of the PATHWAY ASK-LDT in creating an IBSE Scenario based on pre-defined
Generic IBSE Scenarios, using a step-by-step process.

1. Create New IBSE Scenario 6. Package Educational

based on Generic IBSE Resources of an IBSE
Scenarios Scenario

5. Assign Educational
Resources to the IBSE
2. Characterize Learning Activities Scenario Learning Activities

4. Define Participating Roles

and Tools / Services for
3. Define Tools and Services each Learning Activity

Figure 10: PATHWAY ASK-LDT Scenarios Design Process

Figure 10 depicts the IBSE Scenarios Design process
with the use of PATHWAY ASK-LDT. This process
consists of six (6) basic steps:
tep 1 Create New IBSE Scenario based on
S IBSE Scenario.
Generic IBSE Scenarios: during this step the
user creates a new IBSE Scenario based on the
pre-defined Generic IBSE Scenarios.
Step 2 Characterise Learning Activities
(Optional): during this step the user characterises
each Learning Activity of the IBSE Scenario by
using a common vocabulary of terms.
Step 3 Define Tools and Services (Optional):
during this step the user defines the Tools and
Services that are needed to perform the learning
activities of the IBSE Scenario.
tep 4 Define Participating Roles and Tools/
S
Services for each Learning Activity: during this
step the user defines the Roles and the Tools
and Services of each Learning Activity of the
Step 5 Assign Educational Resources to the
IBSE Scenario Learning Activities: after the
finalisation of Steps 1-4, the user can assign
educational resources to the Learning Activities
of the new IBSE Scenario.
Step 6 Package Educational Resources
of an IBSE Scenario: in this step the user
creates a package conformant with the IMS LD
specification.

51
 6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)
Create New IBSE Sce nario basad on Generic IBSE Scenarios
Concerning the first step (Create New IBSE Scenario based on Generic IBSE Scenarios), the following actions
should be followed:
1. From the File Menu Bar choose New IBSE Scenario (see Figure 11).

Figure 11: Choose New

IBSE Scenario

2. Give a Title to the IBSE Scenario (see Figure 12).

a) Give the Title of the IBSE Scenario
b) Press Create button

2a

Figure 12: Give the Title of

the IBSE Scenario

2b

52
 6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)
3. Select a Generic IBSE Scenario for your IBSE Scenario in hand (see Figure 13).
a) Select the Generic IBSE Scenario that your IBSE Scenario in hand will be based on, from the list of
the available Generic IBSE Scenarios
b) Press Create IBSE Scenario button

3a

Figure 13: Select the IBSE

Scenario wanted from the
predefined list

4a 4b 4c 4d

Figure 14: Editing IBSE

Scenario, concerning the
users choices

53
 6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)
4. After creating the IBSE Scenario, the following b) The Technique of the Learning Activity:
screen appears (see Figure 14), offering A teaching technique is actually the way in
some options to the users to edit their IBSE which a Learning Activity is undertaken.
Scenarios. More than thirty teaching techniques are
a) Characterise Learning Activities (Optional) identified in order to offer advice on which
b) Define Tools and Services (Optional) Learning Activities would be more
c) Define Participating Roles and Tools/ appropriate in different contexts21.
Services for each Learning Activity of the c) The Interaction Type of the Learning Activity:
IBSE Scenario Flow The Interaction Type defines the interactions
d) Assign Educational Resources to the IBSE that take place between the Learning
Scenario Learning Activities Activitys Roles.
d) The Interaction Medium of the Learning
Characterise Learning Activity: The Interaction Medium defines
possible ways that the interactions between
Activities the Learning Activitys Roles could take
The second step (Characterise Learning Activities)
place16.
is optional and could be accomplished as following
e) The Interaction Timing of the Learning
(see Figure 15): Activity: The Interaction Timing defines the
1. Select the Learning Activity Types tab. time interactions between the Learning
2. Characterise each Learning Activity of the IBSE Activitys Roles16.
Scenario by defining: f) The Educational Resources of the Learning
a) The Type of the Learning Activity: The type Activity: refer to any digital educational
describes the nature of the Learning Activity material that could be used in order to
that the students will undertake in order to support a Learning Activity depending on its
achieve the intended learning outcomes18. type16.
The Learning Activities Types are classified 3. Navigate through the Learning Activities by
into six (6) areas, which are (1) Assimilative, using the arrow buttons.
(2) Information Handling, (3) Adaptive, 4. After characterising the Learning Activities,
(4) Communicative, (5) Productive and (6) press the Save and Go to the Next Step button
Experiential19. and continue with the process.

54
 6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)

2a

2b

2c

2d

2e

2f

Figure 15: Choose a Learning Activity of the IBSE Scenario, characterise it and save your changes

Define Tools and Services b) Press the accept button

The third step (Define Tools and Services) is optional
and could be accomplished as following (see Figure
16):
1. Select the Tools/Services tab.
2. Define the Learning Activities Environments, by
selecting one of the pre-defined values.
3. Define the Environments Tools and Services by
doing the next actions:
a) Type a name for the Tool/Service
c) Press the add button to add more tools/
services
d) Press the remove button to delete one or
more Tools/Services
e) Navigate through the Tools/Services using
the arrow buttons
4. Save Tools/Services by pressing the Save and
Go to the Next Step button and continue
with the process.

55
 6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)
1
3
3a
3e 3c 3 3b
Define Participating Roles
and Tools/Services for each
Learning Activity
The fourth step (Define Participating Roles and
Tools/Services for each Learning Activity) is required
and could be accomplished as following (see Figure
17):
1. Select the IBSE Scenario Flow tab.
2. Choose a Learning Activity from the graph and
define the Roles involved and the Tools/Services
used. This action should be repeated seven
(7) times, which is the number of the Learning
Activities of an IBSE Scenario.
3. Define an Activity Title by writing some text or by
keeping the pre-defined title.
4. Select the Roles tab and define the Roles
involved in each Learning Activity by choosing
56
Figure 16:
Define Tools
and Services
of the IBSE
Scenario
one or more of the pre-defined values.
5. Select the Tools/Services tab and define the
Tools/Services of each Learning Activity by
choosing one or more of the pre-defined values.
6. Select the Complete tab and define when the
activity ends (time limit) Optional.
7. Save the IBSE Scenario by pressing the Save
IBSE Scenario button.
8. Go to the package process by pressing the
Package Resources button.
Note: Assure that you have saved the IBSE
Scenario and go to the package process, by
pressing the relative buttons (Step 7 and 8 in Figure
17). Otherwise, the zip file which is created during
the package process cannot be imported to runtime
tools conformant with the IMS Learning Design
specification.
 6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)
1

3
4 5 6

Figure 17: Define Roles and Tools/Services for each Learning Activity of the IBSE Scenario

57
 6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)
Assign Educational Resources 1. Select the IBSE Scenarios Resources
Packager tab.
to the IBSE Scenario Learning 2. Select a Learning Activity from the list of the
Activities available Learning Activities.
The fifth step (Assign Educational Resources to the 3. Open a file manager and use the Drag n Drop
IBSE Scenario Learning Activities) is required. For all the function to associate the desired Educational
activities of an IBSE Scenario, repeat the following steps Resources with the selected Learning Activity.
(see Figure 18): 4. From the list of associated resources, select the
Primary Resource of the selected activity.

2 3

Figure 18: Assign Educational Resources to each Learning Activity of the IBSE Scenario

.The filenames of the Educational Resources associated with a Learning Activity should include only Latin
Characters (a-z, A-Z) and numbers (0-9).

58
 6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)
In case a user wants to associate a folder containing
certain files with a learning activity, i.e. a folder containing
the images of an html page, follow the steps below (see
Figure 19 and Figure 20):
1. Select the IBSE Scenarios Resources Packager tab.
2. Select a Learning Activity from the list of the available
Learning Activities.
3. Press Create new Folder button.
4. Provide a name for the folder.
5. Press Create button.
6. Open a file manager and use the Drag n Drop
function to associate the desired Educational
Resources with the selected Learning Activity .

3
2

Figure 19: Create a folder to include files associated with a Learning Activity

. The filenames of the Educational Resources associated with a Learning Activity should include only Latin
Characters (a-z, A-Z) and numbers (0-9).

59
 6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)

Figure 20: Populate the folder with content associated with a Learning Activity

Note: In case the Drag n Drop function doesnt work
(usually on Windows Vista or Windows 7 Operating
Systems) follow the Guidelines provided in Annex 1
in Annexes.
Package Educational
Resources of an IBSE Scenario
After populating the entire set of the IBSE Scenario
Learning Activities with Educational Resources (see
Figure 18), then an IMS Learning Design package can
be produced following the steps below (see Figure 21):
1. Press the Create Content Package button.
2. Enter the zip file name where the package will be
saved.
3. Save the IMS Learning Design package in the
desired folder.

60
6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)

2 3

Figure 21: Generating IMS Learning Design Packages

61
 6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)
4. Provided that the creation of the IMS Learning Design Package is successfully completed, the following
message will appear: Content Package created successfully! (see Figure 22).

Figure 22: Successful creation of the IMS Learning Design

Open a Saved IBSE Scenario
The IBSE Scenarios that a user creates using
PATHWAY ASK-LDT are stored in a local repository
and can be opened following the steps below:
1. From the File Menu Bar choose Open IBSE
Scenario (see Figure 23).
2. Select the IBSE Scenario you want to open from
the list of the available IBSE Scenarios (see
Figure 24).
3. Press Open IBSE Scenario button

62
6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)

Figure 23: Choose Open IBSE Scenario from the File Menu Bar

Figure 24: Select the IBSE Scenario you want to open

63
 6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)
Import IBSE Scenario 2. From the File Menu Bar choose Import IBSE
The Import IBSE Scenario feature allows the Scenario (see Figure 26).
importing of an IBSE Scenario in the local repository 3. Select the IBSE Scenario you want to import
of the PATHWAY ASK-LDT. This feature is useful (see Figure 27).
when a user wants to transfer an IBSE Scenario from 4. Press the Open button.
the PATHWAY ASK-LDT installed in one PC to the 5. Provided that the IBSE Scenario Import Process
PATHWAY ASK-LDT installed in another PC. is successfully completed, the following
1. The user can select from the location C:\ message will appear: The Scenario imported
Program Files\PATHWAY Tools\PATHWAY ASK- successfully!! (see Figure 28).
LDT\Projects the desired IBSE Scenario that is Note: In case the files in the Project folder of
represented as a *.uol file (see Figure 25). This PATHWAY ASK-LTD dont appear (usually on
file should be transferred to another location Windows Vista or Windows 7 Operating Systems)
(e.g. Pathway Projects folder on desktop) in follow the Guidelines provided in Annex 1 in Annexes.
order to do the Import Process.

Figure 25: Select the IBSE Scenario to be transferred

64
6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)

Figure 26: Select Import IBSE Scenario from the File menu

Figure 27: Select the IBSE Scenario to be imported

65
 6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)

Figure 28: Confirmation message for the success of the import process

Run an IBSE Scenario with a
Learning Design Player
The developed IBSE Scenario (see Figure 21) can be
executed using a Learning Design Player conformant
with the IMS Learning Design specification. The
Reload Learning Design Player3 is an example of
such run-time tool. In order to execute an IBSE
Scenario that has been implemented with PATHWAY
ASK-LDT through the Reload Learning Design Player,
the next steps need to be followed:
1. I nstall and Open the Reload Learning Design
Player.
2. From the File menu select the Import
functionality to import the content package that
was generated by the PATHWAY ASK-LDT.
3. From the Course Manager View select the
appropriate role, press the right mouse button
and select Play.
4. Navigate within the Learning Activities of the
IBSE Scenario and preview the Educational
Content.

3. http://www.reload.ac.uk

66
 6 Presentation of PATHWAY ASK Learning
Design Toolkit (PATHWAY ASK-LDT)

Figure 29: Previewing an IBSE Scenario, using the Reload Learning Design Player

67
 7.
Indicative Examples of
IBSE Scenarios Design
 *7. Indicative Examples of IBSE
Scenarios Design

In this section two (2) examples of IBSE Scenarios IBSE Scenario: Sound
created with PATHWAY ASK-LDT are described.
and light - Mechanical and
The title of the first IBSE Scenario is Sound and
light - Mechanical and electromagnetic waves electromagnetic waves
An example of a Guided IBSE Scenario created with
while the title of the second IBSE Scenario is The
PATHWAY ASK-LDT is described below, while sample
Electromagnetic Spectrum. Educational resources
screenshots from the implementation with the
for the implementation of both IBSE scenarios have PATHWAY ASK-LDT are presented. The title of the
been retrieved from the OpenScienceResources IBSE Scenario is Sound and light - Mechanical and
Portal (http://www.osrportal.eu/). electromagnetic waves.
Table 4: Description of Learning Activities Sequence for the IBSE Scenario Sound and light -
Mechanical and electromagnetic waves

Sound and light - Mechanical and electromagnetic waves

PHASE 1: SELECT FROM PROVIDED SCIENTIFICALLY ORIENTED QUESTIONS

QUESTION Students select from a range of scientifically oriented questions, provided by the teacher, such as:
INVESTIGATION What kinds of waves exist?
OF SCIENTIFICALLY How do waves propagate?
ORIENTED QUESTIONS Which mean carries the waves?

PHASE 2: SELECT FROM PROVIDED EVIDENCE AND DATA

EVIDENCE - GIVE Students select from data/evidence provided by the teacher They give priority to evidence which allows
PRIORITY TO EVIDENCE the development of explanations that address the scientifically oriented questions posed.

PHASE 3: SELECT FROM PROVIDED WAYS OF ANALYSING EVIDENCE

ANALYSE - Students select from possible ways (provided by the teacher) of analysing evidence and explain the
ANALYSE EVIDENCE science terms they found, during the previous activity.

PHASE 4: SELECT FROM PROVIDED WAYS OF FORMULATING EXPLANATIONS

EXPLAIN - FORMULATE Students select software provided by the teacher to formulate and evaluate explanations, so as to
EXPLANATIONS address the scientifically oriented questions posed.

PHASE 5: RECEIVE DIRECTIONS FOR CONNECTING RESOURCES TO SCIENTIFIC KNOWLEDGE

CONNECT - CONNECT Students are directed by the teacher to alternative resources and they are presented how to form
EXPLANATIONS connections to scientific knowledge.

PHASE 6:
RECEIVE DIRECTIONS FOR COMMUNICATION AND JUSTIFICATION
COMMUNICATE -
Students are provided concrete guidelines by the teacher, on how to communicate and discuss their
COMMUNICATE AND
perspectives of the topic.
JUSTIFY

PHASE 7: RECEIVE DIRECTIONS FOR STRUCTURING REFLECTION ON THE INQUIRY PROCESS

REFLECT REFLECT ON Students are provided concrete guidelines by the teacher, to structure reflection on the inquiry process
THE INQUIRY PROCESS and their learning.

71
 7 Indicative Examples of IBSE
Scenarios Design
1. From the File Menu Bar choose New IBSE Scenario (see Figure 30).
2. Give a Title to the IBSE Scenario (see Figure 31).
a) Give the Title of the IBSE Scenario i.e. Sound and light - Mechanical and electromagnetic waves
b) Press Create button

Figure 30: Select New IBSE Scenario

72
 7 Indicative Examples of IBSE
Scenarios Design

2a

2b

Figure 31: Give a Title to the IBSE Scenario

73
 7 Indicative Examples of IBSE
Scenarios Design
3. Select the IBSE Scenario that your IBSE Scenario in hand will be based on (see Figure 32).
a) Select the Generic Guided IBSE Scenario, from the list of the available IBSE Scenarios
b) Press Create IBSE Scenario button

3a

3b

Figure 32: Select the Generic Guided IBSE Scenario

For all the Learning Activities of the IBSE Scenario,
repeat the following steps (Optional) (see Figure 33).
1. Characterise each Learning Activity of the IBSE
Scenario by defining:
a) The Type of the Learning Activity i.e.
Information Handling: Analysing
b) The Technique of the Learning Activity i.e.
Information Handling: Defining
c) The Interaction Type of the Learning
Activity i.e. Class Based
d) The Interaction Medium of the Learning
Activity i.e. Face to face
e) The Interaction Timing of the Learning
Activity i.e. Synchronous
f) The Educational Resources of the Learning
Activity i.e. Figure
2. Press the arrow button to go to the next
Learning Activity.
After repeating these steps for all the IBSE
Scenarios Learning Activities:
3. Press the Save and Go to the Next Step button
and continue with the process.

74
 7 Indicative Examples of IBSE
Scenarios Design

1a
1

1b

1c

1d

1e

1f

Figure 33: Characterise the Sound and light - Mechanical and electromagnetic waves Scenarios
Learning Activities

75
 7 Indicative Examples of IBSE
Scenarios Design
Select the Tools/Services tab and define a) Type a name for the Tool/Service i.e.
the Learning Activities Environments and the Projector
Environments Tools and Services (Optional) by b) Press the Accept button
following the next steps (see Figure 34). 3. Save Tools/Services by pressing the Save and
1. Define the Learning Activities Environments i.e. Go to the Next Step button and continue with
Information and Learning Resources. the process.
2. Define the Environments Tools and Services by
doing the next actions:

2a

2b

Figure 34: Define Tools and Services of the Sound and light - Mechanical and electromagnetic waves Scenario

76
 7 Indicative Examples of IBSE
Scenarios Design
For all the Learning Activities of the IBSE Scenario, 3. From the list of associated resources, select the
repeat the following steps (see Figure 35): Primary Resource of the selected Learning Activity.
1. Select a Learning Activity from the list of the After repeating these steps for all the Learning
available Learning Activities. Activities:
2. Open a file manager and use the Drag n Drop 4. Press the Create Content Package button (see
function to associate the desired Educational Figure 35).
Resources with the selected Learning Activity.

1
2

Figure 35: Populating the Sound and light - Mechanical and electromagnetic waves
Scenario Learning Activities with Educational Content

77
 7 Indicative Examples of IBSE
Scenarios Design
In Figure 36, Figure 37 and Figure 38 the IBSE Scenario Sound and light - Mechanical and electromagnetic
waves is presented through the use of Reload Learning Design Player.

Figure 36: The IBSE

Scenario entitled Sound
and light - Mechanical and
electromagnetic waves
based on the Generic
Guided IBSE Scenario

Figure 37: Selecting a video

from the provided data, so as
to address the scientifically
oriented questions posed

78
7 Indicative Examples of IBSE
Scenarios Design

Figure 38: Selecting software

to formulate explanations
concerning the scientifically
oriented questions posed

79
 7 Indicative Examples of IBSE
Scenarios Design
IBSE Scenario: The Electromagnetic Spectrum
An example of a Structured IBSE Scenario created with PATHWAY ASK-LDT is described, while sample
screenshots from the implementation with the PATHWAY ASK-LDT are presented. The title of the IBSE
Scenario is The Electromagnetic Spectrum.

Table 5: Description of the Learning Activities Sequence for the IBSE Scenario The Electromagnetic Spectrum

The Electromagnetic Spectrum

PHASE 1: PROVIDE SCIENTIFICALLY ORIENTED QUESTIONS

QUESTION Students are provided by the teacher scientifically oriented questions such as:
INVESTIGATION OF Is there more in nature than what our eyes can see?
SCIENTIFICALLY How come we cant see everything around us?
ORIENTED QUESTIONS Are there ways to visualise all that is invisible to our eyes?

PHASE 2: PROVIDE EVIDENCE AND DATA

EVIDENCE - GIVE Students are provided data/evidence (by the teacher), which allow the development of explanations that
PRIORITY TO EVIDENCE address the scientifically oriented questions posed.

PHASE 3: PROVIDE A WAY OF ANALYSING EVIDENCE

ANALYSE - Students are guided by the teacher on how to analyse evidence and explain the science terms found
ANALYSE EVIDENCE during the previous activity.

PHASE 4: PROVIDE A WAY OF FORMULATING EXPLANATIONS

EXPLAIN - FORMULATE Students are provided (by the teacher) examples and further information on how to formulate and
EXPLANATIONS evaluate explanations, so as to address the scientifically oriented questions posed.

PHASE 5: PROVIDE RESOURCES AND PRESENT THE CONNECTION TO SCIENTIFIC KNOWLEDGE

CONNECT - CONNECT Students are provided by the teacher alternative resources and they are presented with connections to
EXPLANATIONS scientific knowledge.

PHASE 6:
PROVIDE STRUCTURED STEPS FOR COMMUNICATION AND JUSTIFICATION
COMMUNICATE -
Students are provided by the teacher with all steps, so as to communicate and discuss their perspectives
COMMUNICATE AND
of the topic.
JUSTIFY

PHASE 7: PROVIDE STRUCTURED FRAMEWORK FOR REFLECTION ON THE INQUIRY PROCESS

REFLECT REFLECT ON Students are provided by the teacher a structured framework for reflection on the inquiry process and
THE INQUIRY PROCESS their learning.

80
 7 Indicative Examples of IBSE
Scenarios Design
1. From the File Menu Bar choose New IBSE Scenario (see Figure 39).

Figure 39:
Select New
IBSE Scenario

2a

Figure 40:
Give a Title
to the IBSE
2b Scenario

81
 7 Indicative Examples of IBSE
Scenarios Design
2. Give a Title to the IBSE Scenario (see Figure 40). 3. Select the IBSE Scenario that your IBSE Scenario
a) Give the Title of the IBSE Scenario i.e. The in hand will be based on (see Figure 41).
Electromagnetic Spectrum a) Select the Generic Structured IBSE
b) Press Create button Scenario, from the list of the available IBSE
Scenarios
b) Press Create IBSE Scenario button

3a

3b

Figure 41: Select the Generic Structured IBSE Scenario

For all the Learning Activities of the IBSE Scenario,
repeat the following steps (Optional) (see Figure 42).
1. Characterise each Learning Activity of the IBSE
Scenario by defining:
a) The Type of the Learning Activity i.e.
Information Handling: Gathering
b) The Technique of the Learning Activity i.e.
Information Handling: Web Search
c) The Interaction Type of the Learning Activity
i.e. Class Based

82
 7 Indicative Examples of IBSE
Scenarios Design
d) The Interaction Medium of the Learning 2. Press the arrow button to go to the next Learning
Activity i.e. Online Activity.
e) The Interaction Timing of the Learning After repeating these steps for all the IBSE
Activity i.e. Synchronous Scenarios Learning Activities:
f) The Educational Resources of the Learning 3. Press the Save and Go to the Next Step
Activity i.e. Figure button and continue with the process.

1a

1b

1c

1d

1e

1f

Figure 42: Characterise the The Electromagnetic Spectrum Scenarios Learning Activities

83
 7 Indicative Examples of IBSE
Scenarios Design
Select the Tools/Services tab and define 2. Define the Environments Tools and Services by
the Learning Activities Environments and the doing the next actions:
Environments Tools and Services (Optional) by a) Type a name for the Tool/Service i.e. Projector
following the next steps (see Figure 43). b) Press the accept button
1. Define the Learning Activities Environments i.e. 3. Save Tools/Services by pressing the Save and
Information and Learning Resources. Go to the Next Step button and continue with the
process.

2a

2b

Figure 43: Define Tools and Services of the The Electromagnetic Spectrum Scenario

84
 7 Indicative Examples of IBSE
Scenarios Design
For all the Learning Activities of the IBSE Scenario, 3. From the list of associated resources, select
repeat the following steps (see Figure 44): the Primary Resource of the selected Learning
1. Select a Learning Activity from the list of the Activity.
available Learning Activities. After repeating these steps for all the Learning
2. Open a file manager and use the Drag n Drop Activities:
function to associate the desired Educational 4. Press the Create Content Package button (see
Resources with the selected Learning Activity. Figure 44).

1 2

Figure 44: Populating the The Electromagnetic Spectrum Scenario Learning Activities with Educational Content

85
 7 Indicative Examples of IBSE
Scenarios Design
In Figures 45 - 48, the IBSE Scenario The Electromagnetic Spectrum is presented through the use of
Reload Learning Design Player.

Figure 45: The IBSE Scenario

entitled The Electromagnetic
Spectrum based on the
Generic Structured IBSE
Scenario

Figure 46: Providing Evidence

and Data to address the
scientifically oriented questions
posed by the teacher

86
7 Indicative Examples of IBSE
Scenarios Design

Figure 47: Providing Analysis

to the science terms found
during the previous activity

Figure 48: Providing more

Resources and Presenting
Connection to Scientific
Knowledge

87
8.
Annexes
 *8. Annexes
Annex 1: Guidelines on How to PATHWAY ASK-LDT can run from a non-administrator
account if the steps below will be followed:
Install PATHWAY ASK-LDT on 1. From the file C:\Program Files\PATHWAY Tools\
Windows Vista and Windows 7 PATHWAY ASK-LDT\ PATHWAY ASK-LDT.exe
In order to install the PATHWAY ASK-LDT the user should right click and select Properties.
create an administrator account. After the installation the

Figure 49: Select the Properties of the PATHWAY ASK-LDT.exe File

91
 8 Annexes

2. Then select the Compatibility tab, check the option Run this program as an administrator and press the
OK button. After this change you can start again the PATHWAY ASK-LDT and it should start normally.

Figure 50: Change

the Privilege of the
PATHWAY ASK-LDT.
exe File

In case there are still problems when running the PATHWAY ASK-LDT tool, the user should change the
account control settings, following the steps below:
1. Select the Control Panel from the Windows menu (see Figure 51).
2. Select Action Center from the Control Panels Options (see Figure 52).
3. Select Change User Account Control Settings on the left menu.
4. Choose the lowest level (Never notify) and press OK button.
5. Restart your computer to update changes.

92
 8 Annexes

Figure 51: Select

Control Panel from
Windows Menu

Figure 52:
Change User
4
Account
Control Settings

93
 8 Annexes

Annex 2: Input Devices: Keyboard, Mouse

Technical Requirements
of PATHWAY ASK-LDT
The PATHWAY ASK-LDT has been developed in
Borland Delphi and can run in Microsoft Windows
98/Me/NT/2000/XP/2003/Vista/ and Windows 7.
The minimum system requirements for the execution
of the PATHWAY ASK-LDT tool are:
Processor: 400 MHz Intel Pentium Celeron or
AMD Duron
Memory RAM: 64 MB
Hard Disk: 25 MB for the installation and other
space for user files
Monitor Colors: True Color (32 bit)
The recommended system requirements for the
execution of the PATHWAY ASK-LDT tool are:
Processor: 800 MHz Intel Pentium or AMD Athlon
Memory RAM: 128 MB
Input Devices: Keyboard, Mouse
Hard Disk: 25 MB for the installation and other
space for user files
Monitor Colors: True Color (32 bit)

Annex 3: Learning Activities Description Vocabulary

Table 1: Learning Activity Type Vocabulary (Falconer et al, 2006)
Learning Activity Type Vocabulary
TYPE VALUE DESCRIPTION

Listening An act of listening to something and assimilating information

ASSIMILATIVE Reading An act of reading about something and assimilating information
Viewing An act of viewing something and assimilating information
Examine (something) methodically and in detail, typically in order to explain and
Analysing
interpret it
Classifying Arrange in classes or categories according to shared qualities or characteristics

INFORMATION Gathering Bring together and take in from scattered places or sources
HANDLING Manipulating Handle or control (a tool, mechanism, information, etc.) in a skilful manner
Arrangement or disposition of objects/data in relation to each other according
Ordering
to a particular sequence, pattern, or method
Selecting Carefully choose as being the best or most suitable
Modelling Formulating models to promote understanding of a real system
ADAPTIVE
Simulation Mimicking the behaviour of a real system using a model
A detailed analysis and assessment of something, especially a literary,
Critiquing
philosophical or political theory
A formal discussion on a particular matter in which opposing arguments are put
Debating
COMMUNICATIVE forward and which usually ends with a vote
Discussing Talk about (something) with the participant roles of a lesson
An introduction where a new product, idea, or piece of work is presented and
Presenting
explained

94
 8 Annexes

Learning Activity Type Vocabulary

TYPE VALUE DESCRIPTION

Composing Write or create a work of art

Creating Bring (something) into existence

Produce (a picture or diagram) by making lines and marks on paper with a

Drawing
pencil, pen, etc.
PRODUCTIVE
Producing Cause (a particular result or situation) to happen or exist

Re-mixing Produce a different version of something

Synthesising Combine (a number of things ) into a coherent whole

Writing Compose (a text or work ) for written or printed reproduction or publication

Applying Bring or put into operation or use

Experiencing Encounter or undergo (an event or occurrence)

Exploring Examine or evaluate (an option or possibility)

Carry out a systematic or formal inquiry to discover and examine the facts of
Investigating
EXPERIENTIAL (an incident, allegation, etc.) so as to establish the truth

Mimicking Imitate someone or something

Performing Carry out, accomplish or fulfil (an action, task or function)

Perform (an activity) or exercise (a skill) repeatedly or regularly in order to
Practicing
acquire, improve or maintain proficiency in it

Table 2: Learning Activity Technique Vocabulary (Falconer et al, 2006)

Learning Activity Technique Vocabulary

TYPE VALUE DESCRIPTION

Scanning Read rapidly to obtain specific information

ASSIMILATIVE
Skim Reading Read fast to identify the main ideas before deciding to read in detail

Brainstorming Open discussion on a specific issue

Buzz Words List words connected with a specific concept

Represent and share information as web diagrams presenting relations

Concept Mapping
between concepts
INFORMATION
A puzzle consisting of a grid of squares and blanks into which words crossing
HANDLING Crosswords
vertically and horizontally are written according to clues

Defining Describe the meaning of a concept or term or problem

Mind maps Represent and share information as a web diagram

Web Search Search the World Wide Web for information concerning specified topics

ADAPTIVE Modelling Formulate models to explain data from observations

95
 8 Annexes

Learning Activity Technique Vocabulary

TYPE VALUE DESCRIPTION

Articulate Reasoning Students explain their reasoning via speaking

Arguing A verbal dispute

Coaching The teacher guides the students

Debate A structured discussion of opposing points of view

The action or process of talking about something in order to reach a decision or

Discussion
to exchange ideas

Discussion a topic in an inner group of students while the rest observe. Finally
Fishbowl
the whole group comes together to evaluate

Ice breaker Short, fun, activities to facilitate introduction to a chosen topic

Interview Conversation between two or more people asking questions to elicit information

Negotiation A discussion that is intended to produce agreement

On the spot questioning Asking a question and randomly selecting students to give answers
COMMUNICATIVE
Pair dialogues Discussion on a topic in pairs and presentation in the class

Panel discussion Discussion on a topic in a group in front of an audience

Peer Exchange Share ideas and work between peers

Performance Present a topic live in front of an audience

Question and Answer Make questions and give answers

Rounds Make a question and go around the room asking everyone to answer briefly

Scaffolding Provide framework or scaffold that helps students perform a task

Short Answer Provide short answers to questions

Share ideas on a topic in pairs and combine in bigger groups for further
Snowball
discussion

Socratic instruction Discover and understand concepts through questioning rather than telling

Structured debate A structured debate based on evidence from observations

Artefact A material object created by a person or team

Assignment A task used for summative assessment

Book report A book produced by a person or a team

PRODUCTIVE Dissertation/ thesis A long piece of writing produced by independent study or research

Drill and Practice Repetitive performance of a small task to improve specific skills

Essay A short writing from the authors viewpoint

Exercise A task to increase skill or understanding

96
 8 Annexes

Learning Activity Technique Vocabulary

TYPE VALUE DESCRIPTION
Journaling A personal record of a process

Literature Review A critical survey of publications on a provided topic

MCQ Multiple Choice Quiz

Portfolio A collection of personal work
Presentation Presentation of a subject/ topic
PRODUCTIVE
Product Something that is the result of an action or process
Puzzles A problem with a correct solution that student must find out

Report/ paper Production of a report describing the process and the findings

Test A knowledge, skill or abilities summative assessment

Voting Pose a question and suggest several possible answers

A process or record of research into the development of a particular person,

Case study
group, or situation over a period of time
A scientific process undertaken to make a discovery, test a hypothesis, or
Experiment
demonstrate a known fact
Examination of a topic with a group excursion to a location outside the teaching
Field trip
environment
EXPERIENTIAL
Game A form of competitive activity or sport played according to rules

Role Play Pretending to be others to develop understanding of complex social processes

Scavenger hunt Providing a list of hidden items

Simulation Mimicking the behaviour of a real system using a model

Table 3: Learning Activity Interaction Vocabulary (Falconer et al, 2006)

Learning Activity Interaction Vocabulary

DIMENSION VALUE DESCRIPTION

Class based Participating in a Learning Activity in the context of the classroom

Group based Participating in a Learning Activity in the context of groups

TYPE Individual Individually participating in a Learning Activity

One to many Interaction of a person with a group of persons

One to one Interaction of a person with another person

Audio Interaction via the use of Audio

MEDIUM Face to Face Face to face interaction of the participating role with others or content

Online Interaction via the use of Internet

97
 8 Annexes

Learning Activity Interaction Vocabulary

DIMENSION VALUE DESCRIPTION

Text Messaging Interaction via the use of Text Messaging, such as Chat
MEDIUM
Video Interaction via the use of Video

Asynchronous Interaction of the participating role not existing or occurring at the same time
TIMING
Synchronous Interaction of the participating role existing or occurring at the same time

Table 4: Learning Activitys Educational Resource Type Vocabulary (IEEE LTSC, 2005)
Learning Activitys Educational Resource Type Vocabulary
VALUE DESCRIPTION

Exercise An activity carried out for a specific purpose

Simulation Produce a computer model of something

A set of printed or written questions with a choice of answers, devised for the purposes of a survey or
Questionnaire
statistical study
A simplified drawing presenting the appearance, structure, or workings of something; a schematic
Diagram
representation
A shape which is defined by one or more lines in two dimensions (such as a circle or a triangle), or one or
Figure more surfaces in three dimensions (such as a sphere or a cuboid), either considered mathematically in
geometry or used as a decorative design
A diagram presenting the relation between variable quantities, typically of two variables, each measured
Graph
along one of a pair of axes at right angles

Index An alphabetical list of names, subjects, etc. with reference to the pages on which they are mentioned

Slide Hypermedia document

Table A set of facts or figures systematically displayed, especially in columns

Narrative Text A written account of connected events; a story

Exam Short for examination

Experiment A scientific process undertaken to make a discovery, test a hypothesis, or demonstrate a known fact

Problem Statement A definite or clear expression of a problem in speech or writing

Self Assessment Assessment or evaluation of oneself or ones actions, attitudes, or performance

Lecture An educational talk to an audience, especially one of students in a university

Other It can be any other Educational Resource not mentioned in the list

98

9.
References
 *9. References
1. Boudalis, A. K., and Sotirou, S., (editors) Best
Practices of Inquiry-Based Science Education 8. Sandoval, W. A., and Bell, P. (Eds.). (2004).
Methods and Activities, PATHWAY Project Design-based research methods for studying
Deliverable, (2012) ISBN 978-960-473-324-8. learning in context. [Special Issue] Educational
Psychologist, 39(4).
2. Education Development Center (EDC), Center
for Science Education (2007). Publications and 9. Tamir, P. (1985). Content analysis focusing on
Other Resources Resulting from a Synthesis inquiry. Journal of Curriculum Studies, 17(1), 87-
of Research on the Impact of Inquiry Science 94.
Instruction, Retrived January 11, 2009 from:
10. Bybee, R. W., (2000). Teaching science as
http://cse.edc.org/products/inquirysynth/
inquiry. In van Zee, E. H. (Ed.), Inquiring into
default.asp
Inquiry Learning and Teaching Science (pp.
3. Rodger W. Bybee, Leslie W. Trowbridge, Janet 2046). Washington, DC: AAAS.
Carlson Powell: Teaching Secondary School
11. Schwab, J. J., (1962). The teaching of science
Science: Strategies for Developing Scientific
as inquiry. In Brandwein, P. F. (Ed.), The Teaching
Literacy (9th Edition). ISBN -13: 978-0-13-
of Science. Cambridge: Harvard University Press.
230450-4.
12. Krajcik, J., Mamlok, R., and Hug, B. (2001).
4. Savas, S., Apostolakis, M., Tsagogeorga, A.,
Modern content and the enterprise of science:
Tsagliotis, N., and Sotiriou, S. (2003) Explore
Science education in the twentieth century. In
and Discover: The New Science Textbooks for
L. Corno (Ed.), Education across a century: The
Primary School.
centennial volume (pp. 205238). Chicago, IL:
5. Hounsell, D. and McCune, V. (2003). Students National Society for the Study of Education,
experiences of learning to present. In: Rust, C.,
13. Crawford, B.A., (2000). Embracing the essence
ed.. Improving Student Learning Theory and
of inquiry: New roles for science teachers.
Practice Ten Years On. (Proceedings of the
Journal of Research in Science Teaching, 37(9),
Tenth International Symposium on Improving
916-937.
Student Learning, Brussels, September 2002.
Oxford: CSLD. pp. 109-118. 14. Airasian, P. W., Engemann, J. F. and Gallagher,
T. L. (2007). Classroom assessment: Concepts
6. National Research Council. Front Matter.
and applications First Canadian edition.
How People Learn: Brain, Mind, Experience, and
Toronto, ON, Canada: McGraw-Hill Ryerson
School: Expanded Edition. Washington, DC: The
National Academies Press, 2000. 15. Krajcik, J., Blemenfeld, P., Marx, R., and Soloway
E, 1997, Instructional, curricular and technological
7. Bell, P. L., Hoadley, C., and Linn, M. C. (2004).
supports for inquiry in science classrooms, in:
Design-based research as educational inquiry.
Minstrell, J.,and van Zee, E., editors, Inquiring
In M. C. Linn, E. A. Davis and P. L. Bell (Eds.),
into Inquiry Learning and Teaching in Science,
Internet environments for science education.
Washington, DC, American Association for the
Mahwah, NJ: Lawrence Erlbaum Associates

103

Advancement of Science, p. 285-315.
16. Loucks-Horsey, S., Stiles, K., and Hewson,
P. (1996). Principles of effective professional
development for mathematics and science
education: A synthesis of standards. Madison:
University of Wisconsin at Madison, National
Institute for Science Education.
17. National Science Foundation Division of
Elementary, Secondary, and Informal Education
Directorate for Education and Human Resources,
Inquiry: Thoughts, Views, and Strategies for the
K5 Classroom, in FOUNDATIONS: A monograph
for professionals in science, mathematics,and
technology education.
18. Levy, P., Lameras, P., and Ford, N., (2011)
Essentials of IBSE pedagogy: Strategies for
Developing Inquiry as part of Scientific Literacy,
PATHWAY Project Deliverable (Internal Project
Document).
19. Falconer, I., Conole, G. Jeffery, A. and Douglas,
P. (2006). Learning Activity Reference Model
9 References
Pedagogy. Retrieved from LADIEs project
website http://misc.jisc.ac.uk/refmodels/
LADIE/www.elframework.org/refmodels/ladie/
guides/LARM_Pedagogy30-03-06.doc
20. Conole, G. (2007). Describing learning activities:
tools and resources to guide practice. In H.
Beetham and R. Sharpe (Eds.), Rethinking
Pedagogy for a Digital Age: Designing
and Delivering E-Learning (pp. 8191).
RoutledgeFalmer, London.
21. Laurillard, D. (1993). Rethinking University
Teaching: A Framework for the Effective Use of
Educational Technology. London: Routledge.
22. Conole, G. and Karen, F. (2005). A learning
design toolkit to create pedagogically effective
learning activities. Journal of Interactive Media
in Education (Advances in Learning Design, 43
(1-2), 17-33.

10.
Authors Curriculum Vitaes
 *10. Authors Curriculum Vitaes
Dr. Sofoklis Sotiriou has worked at
CERN, at the National Center for Scientific Research
DEMOKRITOS in Athens and in the Physics
Laboratory of Athens University. He holds a PhD in
Astrophysics and a PhD in Technology Enhanced
Science Education. He is the Head of R&D Department
of Ellinogermaniki Agogi, the first research department
that operates in the school environment in Greece,
where has been active in the co-ordination and
development of research projects on implementation
of advanced technologies (e.g. mobile applications,
wearable computers, VR and AR applications, robotics)
in science education and training. Since 2001 he is
the Director of the Ellinogermaniki Agogi Center for
Science Teachers Training. His main research field is
the design, application, and evaluation of virtual and
digital media environments that could bridge the gap
between formal and informal science learning. He has
been involved in a long series of EC joint research and
technology funded projects. He is a member of the
European Academy of Sciences (since 2003), member
of the board of ECSITE (2004 - 2009) and member
of the NAP (Network of Academics and Professionals)
Executive Committee of EDEN. He has been appointed
by the EPS (European Physical Society) to lead the
design and development of the European Science
Education Academy, which will support the effective
integration of Inquiry Based and Problem Based
approaches in the teaching, through the development
of effective Professional Development Programmes.
He has also act as a consultant to the development of
the FP7s Science in Society Work programme. He is
author of numerous articles, publications and teachers
guides on the use of ICT in science education. He is
also author of the Science Textbooks that are used in
all primary Greek schools since 2003.
109
Sara Calcagnini is Head of the Science
& Citizens Programmes at the National Museum of
Science and Technology Leonardo da Vinci in Milan.
She holds a BA degree in Cultural Heritage Studies.
Her expertise focuses on participatory strategies
used by museums and science centres for engaging
adult citizens in dialogue on cutting-edge science.
In the Museum, she works for the development
of programmes for adult visitors based on active
engagement and dialogue with science experts. She
is also involved in European cooperation projects
on science education, citizenship and informal
learning. She contributes to teacher-training
activities focusing mainly on methodological issues.
She published articles and contributed to books
on science communication. She is also trained in
the field of arts and ethnography museums and in
the past worked for Castello dAlbertis in Genoa,
Castello di Rivoli in Turin and the Sainsbury Centre
for Visual Arts in Norwich UK.
Panagiotis Zervas has received a
Diploma in Electronics and Computer Engineering
from the Technical University of Crete, Greece in
2002 and a Masters Degree in Computational
Science from the Department of Informatics
and Telecommunications of the National and
Kapodistrian University of Athens, Greece in 2004.
His research interests focus on Technology-
enhanced Learning Systems. He is the co-author of
40 scientific publications and he has co-received the
Best Poster Award in IEEE International Conference
on Advanced Learning Technologies ICALT11,
Athens, Georgia, USA, July 2011 (with Sofoklis
Sotiriou and Demetrios Sampson), the Best Paper
Award in the 2nd International Conference on
Intelligent Networking and Collaborative Systems
 10 Authors Curriculum Vitaes
InCoS 2010 (with Demetrios Sampson), the Best
Short Paper Award in IEEE International Conference
on Advanced Learning Technologies ICALT
2009, Riga, Latvia, July 2009 (with Alexandros
Kalamatianos and Demetrios Sampson) and the
Best Poster Award in IEEE International Conference
on Advanced Learning Technologies ICALT 2007,
Niigata, Japan, July 2007 (with Demetrios Sampson
and Kerstin Gtze). He is also member of the
Executive Board of the IEEE Technical Committee on
Learning Technology, as the Web-Site Management
Chair.
Prof. Demetrios G. Sampson
holds a Diploma in Electrical Engineering (1989)
from Demokritus University of Thrace and a Ph.D. in
Multimedia Communications (1995) from University
of Essex, UK. He is an Associate Professor on
Technology-enhanced Learning at the Department
of Digital Systems of the University of Piraeus.
His main research interests are in the areas of
Technology-enhanced Learning Systems. He is the
co-author of 265 publications in scientific books,
journals and conferences with at least 1.050 known
citations (h-index 20). He has received six (6) times
Best Paper Award in International Conferences on
Advanced Learning Technologies (August 2001,
August 2004, July 2007, July 2009, November
2010, July 2011). He is a Senior Member of IEEE
and the elected Chair of the IEEE Computer Society
Technical Committee on Learning Technologies
(LTTC). He is Co-Editor-in-Chief of the Educational
Technology and Society Journal, an international
journal with Impact Factor 1.066 (2010) on the
Thomson Scientific 2010 Journal Citations Report.
He is also Associate Editor of the IEEE Transactions
on Learning Technologies, a Member of the Advisory
Board of (2) International/ National Journals, a
110
Member of Editorial Board of (17) International/
National Journals, and Guest Co-Editor in (19)
Special Issues of International Journals. His
participation in the organization of international/
national scientific conferences involves: General
Chair in (13) International Conferences, Program
Committee Chair in (15) International Conferences,
Memberships in (246) Program Committees in
International Conferences and Memberships in (8)
Program Committees in National Conferences.
He has been a Keynote/ Invited Speaker in (20)
International Conferences and (18) National
Conferences.
Prof. Dr. Franz X. Bogner
Professor Franz X. Bogner, trained teacher and
biologist, first doctoral degree in Zoology (Dr.rer.
nat. University of Regensburg) and a second one in
Biology Didactics (1996; Dr.rer.nat.habil. University
of Munich). Postdoctoral fellowship at the Cornell
University [1989-1991, Ithaca, New York]).
After a first Full Professorship at the University of
Education in Ludwigsburg/Stuttgart (1997-2004),
appointment at the University of Bayreuth, again as
a Full Professor, head of the Institute of Biology
Didactics and director of the Z-MNU (Centre of Math
& Science Education). He, together with his group,
is mainly involved in pre-service teacher education,
professional development and educational research.
Prof.Bogners research projects consistently include
cognitive, emotional and attitudinal assessment. An
attitudinal model (2-MEV), first published in 1996,
was worldwide independently confirmed by three
groups (NZ, US, BE) providing a worldwide use of the
model (up to now applied in 18 languages).
 PATHWAY

The PATHWAY to Inquiry-Based Science Teaching

Teachers Guidelines
PATHWAY