IBSE Final

Phase 3: Drawing Conclusions

 Pupils work to synthesize
their explorations

Phase 3: Questioning

 To trigger asking questions to

drive continued, self-directed

inquiry (Explain and Elaborate)

Phase 3: Explanation

 In the explain stage, learners articulate their

ideas in their own words and listen critically

to one another. You clarify their concepts,

correct misconceptions, and introduce

scientific terminology. It is important that

you clearly connect the students’

explanations to experiences they had in the

engage and explore phases

Phase 3: Explore

 To provide opportunity

for pupils to observe,

record data, isolate

variables, design and

plan experiments,

create graphs, interpret

results, develop

hypotheses, and

organize their findings

Phase 4: Design

 To design an accessible, relevant,

and curiosity-driven action or

product to culminate and justify

inquiry (Evaluation)

Phase 4: Elaboration

 At the elaborate point in the model, some

students may still have misconceptions, or

they may understand the concepts only in the

context of the previous exploration.

Elaboration activities can help students

correct their remaining misconceptions and

generalize the concepts in a broader context.

These activities also challenge students to

apply, extend, or elaborate upon concepts and

skills in a new situation, resulting in deeper

understanding

Phase 4: Explain

 To provide pupils

opportunities to use

vocabulary to explain

the results of their

explorations, to apply

their knowledge to new

domains, which may

include raising new

questions and

hypotheses to explore

Phase 5: Evaluation

 To encourage pupils to assess their

understanding and abilities, to provides

opportunities for teachers to evaluate student

progress toward achieving the educational

objectives (Bybee, 2006)

 Teachers to evaluate students’

understanding of concepts and their

proficiency with various skills

Phase 5: Elaborate

 Elaboration of the

specific concepts