Inquiry based learning (IBL) is an approach to teaching and learning that aims to involve students in the research process steps as analysing a problem, formulating questions and hypotheses, developing a plan to obtain supporting evidence to answer the question(s), interpret and discuss the results. BL is linked to constructivist and experiential learning theories, as well as a range of pedagogical methods. In the scope of the general steps that characterize IBL, there are however different levels of inquiry that were identified. Since Schwab four levels of inquiry, different categories were considered, eg. Banchi and Bell (2008) proposed levels as: Confirmation Inquiry, Structured Inquiry, Guided Inquiry and Open Inquiry.

Although there is some controversial about the impact of IBL in students learning (Hodson, 2014), there is also evidence of the positive impact of this approach on this process, at least to develop competences as deep comprehension and conceptual understanding (Schmid & Bogner, 2015). However, there is also evidence that teachers still need training about the topic and this should be a priority to ensure the maximal amount of resources are used and that the teachers implement IBL scenarios (Twigg, 2010).

This poster aims to describe student teachers knowledge and conceptions about IBL and how they evolve in the scope of a teacher-education workshop on IBL. The workshop was implemented as an activity of the project Next Lab http://nextlab.golabz.eu/. The conceptual model about IBL developed by Next Lab project pointed out to an Inquiry Learning Cycle to specify the consecutive steps of an inquiry learning process, which includes five main phases: Orientation, Conceptualization, Investigation, Conclusion and Discussion (Pedaste et al, 2015).

The IBL teacher education workshop presented in this work was carried out in the scope of a curricular unit of a Teacher Education Master Course of a Portuguese University. It was based in the conceptual framework and resources developed by the Project NEXT LAB. The participants were 103 student teachers, from different subject areas, as Humanities, Science and Sports. The workshop lasted five sessions. The workshop was implement in five presencial sessions. In the first session, inquiry-based approach was presented; during the second, students registered in the Graasp platform and start to create their Inquiry Learning Space. Meanwhile, students had to develop an IBL plan. During this phase, students communicated with the trainers by email or skype. There was a session dedicated to the analysis and reflection about the work in progress. Finally, each group presented their IBL plan and activity to the colleagues, during two sessions. Online questionnaires were answered by the participants, which focused on conceptual and didactic-pedagogical knowledge about IBL and ICT, as well as previous experiences, self-efficacy and teaching conceptions. Participants answered the questionnaires at the beginning of the first session and when all the sessions and tasks involved in the workshop ended. Post questionnaire included questions about platform evaluation. IBL class plans developed in the platform were also analysed.

Results evidenced lower levels of student teachers pre-knowledge about IBL but an increase in content and pedagogical knowledge in the post questionnaire, after the workshop took place. Content analysis of lesson plans confirmed these results.

Banchi, H. & Bell, R (2008) The many levels of inquiry. Science and Children, 46,2, 26-29 Hodson, D. (2014). Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods. International Journal of Science Education, 36, 15, 2534-2553. Pedaste, M. et al. (2015) Phases of inquiry-based learning: Definitions and the inquiry cycle- Educational Research Review, 14, p. 47–61. Schmid. S. & Bogner, F. (2015) Does Inquiry-Learning Support Long-Term Retention of Knowledge? International Journal of Learning, Teaching and Educational Research, 10, 4, 51-70 Twigg, V. V. (2010). "Teachers' practices, values and beliefs for successful inquiry-based teaching in the International Baccalaureate Primary years Programme". Journal of Research in International Education. 9 (1): 40–65.