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INQUIRE COURSE

23/02/12  |  Coimbra, Portugal

Coimbra: INQUIRE Project! - Take One -

22 participants - 16 teachers and 6 educators - are receiving practical training in IBSE in Coimbra Botanical Garden, learning more about the garden itself and its biodiversity. The trainees have gradually become familiar with all the resources available, but the best is yet to come: practical application of the IBSE approach with their students!

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Nos espaços verdes do Porto há várias flores nesta altura do ano: Os rododendros, Rhododendron sp.exibem flores rosa fúscia, brancas e vermelho sangue. Os aloés e opuntias, ambos de ambientes desérticos têm flores alaranjadas. As japoneiras com flores na maioria rosa claro e escuro, branco. As magnólias têm cores fúscia e branco. O loureiro, Laurus nobilis tem pequenas inflorescências brancas. Estas são as flores do fim do Inverno e outras mais a acrescentar.

by a.pinheiro079 | 08/03/12 05:02:03

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20/02/12  |  Moscow

Russian Teachers Learn about IBSE

The Botanic Garden of Moscow State University (known as “Aptekarskiy Ogorod”) has launched a pilot skills enhancement course for Russian teachers on Inquiry Based Science Education (IBSE). MSU’s INQUIRE course comprises a total of 72 hours of study, subdivided into formal sessions and homework. Right from the start the atmosphere has been informal and lively, enabling the teachers and garden specialists to extract maximum value and work together on tailoring the INQUIRE course to the Russian environment. A suggestion to run a workshop to mark the completion of the pilot course was enthusiastically supported and the event has already been scheduled for 19th May 2012. Everyone is welcome to attend, including our foreign colleagues. To register an interest or find out more, please contact us at msu@inquirebotany.org.

20/02/12  |  Sofia

Additional Meeting in Bulgaria

INQUIRE training in Bulgaria continued with an additional meeting of the participants. In the cold and snowy weather it was nice to see each other and to talk about progress with the training course: what the participants have been trying out in their individual practice; what literature they have read; and how much interest there is in participating in group discussions. The focus of the meeting was reflective practice and its professional benefits, as well as the nature and meaning of "community of practitioners." We also discussed how to plan and run the practical modules included in the training in the most convenient way for all participants.

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Polls View previous polls

What is the biggest barrier to implementing IBSE in your practice?

Concern that I might lose control over the class during IBSE activities
Knowing which questions to ask to facilitate the IBSE activity
Changing from a didactic approach to an inquiry-based approach
Concern that the students will not be able to carry out the IBSE activities
Lack of confidence in delivering IBSE


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