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Inquiry Based Science Education 1 EDUCACIÓN EN CIENCIAS BASADA EN LA INDAGACIÓN. PROMOVIENDO CAMBIOS EN LA ENSEÑANZA DE LAS CIENCIAS EN LAS AMÉRICAS Indagación Inquiry Based EducaciónScience en Ciencias Education Basada enPromoting la Indagación changes in science Promoviendo cambiosteaching en la enseñanza in the Americas de las ciencias en las Américas Educación en Ciencias Basada la Educación Inquiry Based Science Education Inter-American Network of Academies of Sciences Global Network of Science Academies 1 INQUIRY BASED SCIENCE EDUCATION. PROMOTING CHANGES IN SCIENCE TEACHING IN THE AMERICAS Inquiry-Based Science Education Promoting changes in science teaching in the Americas 2 INQUIRY BASED SCIENCE EDUCATION. PROMOTING CHANGES IN SCIENCE TEACHING IN THE AMERICAS IANAS The Inter-American Network of Academies of Sciences IANAS is a regional network of Academies of Sciences created to support cooperation in order to strengthen science and technology as tools for advancing research and development, prosperity and equity in the Americas. www.ianas.org IANAS Co-Chairs Proof Reading Juan Asenjo (Chile) Ma. Areli Montes Suárez Jeremy McNeil (Canada) Translation Executive Director Suzanne D. Stephens Adriana de la Cruz Molina (Mexico) Editorial Design IANAS Education Program Víctor Daniel Moreno Alanís Claudio Bifano (Venezuela) and Carlos Bosch (Mexico) Administrative Support Editorial Coordination Alejandra Muñoz Buenrostro and Claudio Bifano, Carlos Bosch and Verónica Barroso Adriana de la Cruz Molina Editorial Committee Norma Nudelman (Argentina), Elsa Ruth Quiroga (Bolivia), Winston Mellowes (Trinidad and Tobago), Jorge E. Allende (Chile), José Lozano (Colombia), Viviana Carazo (Costa Rica), Augusto Óscar Álvarez Pomares (Cuba), Eduardo Klinger (Dominican Republic), María del Carmen Samayoa (Guatemala), Carlos Bosch (Mexico), Mario Ramón López (Nicaragua), César Carranza (Peru), Eduardo Kemer (Uruguay), Patrick Scott (USA), Claudio Bifano (Venezuela). All rights reserved © IANAS-IAP 2017 ISBN: 978-607-8379-26-2 Printed in Mexico Published by The Inter-American Network of Academies of Sciences. IANAS is a non profit international organization hosted by the Mexican Academy of Sciences since 2010. Calle Cipreses s/n, Km 23.5 de la Carretera Federal México- Cuernavaca, 14400 Tlalpan, Ciudad de México, México. Please cite the name of the chapters, authors and name of the organization as IANAS. All information placed on the chapters are responsibility of the authors and contributors of the chapters. This publication is available in www.ianas. org/index.php/books The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of IANAS concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of IANAS-IAP and do not commit the Organization. This publication has been printed on ecological paper (FSC Certification): one part of the fibers is from recycled material and, the other, from forests exploited in a sustainable manner. Also this paper is chlorine free (ECF Certification) in order to contribute to the conservation of water resources. 3 INQUIRY BASED SCIENCE EDUCATION. PROMOTING CHANGES IN SCIENCE TEACHING IN THE AMERICAS Inquiry-Based Science Education Promoting changes in science teaching in the Americas 4 INQUIRY BASED SCIENCE EDUCATION. PROMOTING CHANGES IN SCIENCE TEACHING IN THE AMERICAS The Academies of Science of the Americas, inspired by the spirit of international scientific cooperation, form the Inter-American Network of Academies of Sciences, IANAS Argentina National Academy of Exact, Physical and Natural Sciences of Argentina Robert J.J. Williams, President Norma Nudelman, Focal Point and Founder of the Program Brazil Brazilian Academy of Sciences Luiz Davidovich, President Diógenes de Almeida Campos, Focal Point Bolivia National Academy of Sciences of Bolivia Gonzalo Taboada López, President Elsa Quiroga, Focal Point and Founder of the Program Canada The Royal Society of Canada: The Academies of Arts, Humanities and Sciences of Canada Maryse Lassonde, President Patricia M. Rowell, Focal Point Caribbean Caribbean Academy of Sciences Winston Mellows, President and Punto Focal Trevor Alleyne, Former President Chile Chilean Academy of Science Maria Teresa Ruiz, President Jorge Allende, Focal Point and Founder of the Program Colombia Colombian Academy of Exact, Physical and Natural Sciences Enrique Forero, President José Lozano, Focal Point and Founder of the Program Costa Rica National Academy of Sciences of Costa Rica Pedro León Azofeita, President Viviana Carazo, Focal Point Cuba Cuban Academy of Science Ismael Clark Arxer, President Augusto Óscar Álvarez Pomares, Focal Point Dominican Republic Academy of Sciences of the Dominican Republic Milcíades Mejía, President Eduardo Klinger, Focal Point 5 INQUIRY BASED SCIENCE EDUCATION. PROMOTING CHANGES IN SCIENCE TEACHING IN THE AMERICAS Ecuador Academy of Sciences of Ecuador Paola Leone, President Jaime F. Cárdenas-García, Focal Point Guatemala Academy of Medical, Physical and Natural Sciences of Guatemala María del Carmen Samayoa, President and Focal Point Honduras National Academy of Sciences of Honduras Mario Lanza Santamaria, President and Focal Point Mexico Mexican Academy of Sciences Jaime Urrutia, President Carlos Bosch, Focal Point and Founder of the Program Nicaragua Nicaraguan Academy of Sciences Manuel Ortega, President Mario Ramón López, Focal Point Panama Panamanian Association for the Advancement of Science Martín Candanedo, President Gladys Bernett, Focal Point Peru National Academy of Sciences of Peru Abraham Vaisberg Wolach, President César Carranza, Focal Point United States of America US National Academy of Sciences Marcia McNutt, President Patrick Scott, Focal Point Uruguay The National Academy of Sciences of the Oriental Republic of Uruguay Rafael Radi, President Eduardo Kremer, Focal Point Venezuela Academy of Physical, Mathematical and Natural Sciences of Venezuela Gioconda San Blas, President Claudio Bifano, Focal Point and Founder of the Program 6 INQUIRY BASED SCIENCE EDUCATION. PROMOTING CHANGES IN SCIENCE TEACHING IN THE AMERICAS 7 INQUIRY BASED SCIENCE EDUCATION. PROMOTING CHANGES IN SCIENCE TEACHING IN THE AMERICAS Table of contents Foreword 9 Introduction 10 1. What is Inquiry-Based Science Education? 12 2. How is an Inquiry-Based Science Education Program constructed? 16 2.1 Teacher preparation 17 2.2 Preparation of teaching materials 18 2.3 Elements required to design an IBSE program 18 3. The start of IBSE in America 20 3.1 The case of the United States 21 3.2 The case of Canada 23 3.3 Other English-speaking countries in America 23 3.4 The case of Colombia 25 3.5 The case of Mexico 28 3.6 The case of Chile 31 3.7 The case of Panama 36 3.8 The case of Costa Rica 37 3.9 The case of Venezuela 41 3.10 The case of Argentina 45 3.11 The case of Peru 50 3.12 The case of Nicaragua 53 3.13 The case of Guatemala 56 3.14 The case of Bolivia 57 3.15 The case of Cuba 63 3.16 The case of Ecuador 65 3.17 The Case of Dominican Republic 67 3.18 The case of Uruguay 73 4. Indágala: The IBSE program website 74 5. An overview of what has been done to date 76 8 INQUIRY BASED SCIENCE EDUCATION. PROMOTING CHANGES IN SCIENCE TEACHING IN THE AMERICAS 9 INQUIRY BASED SCIENCE EDUCATION. PROMOTING CHANGES IN SCIENCE TEACHING IN THE AMERICAS Foreword As is quite well accepted today and was recently noted in the 2017 statement from the G7 Academies of Science, many aspects of present-day society have benefitted from science and technology. As there is no doubt that this will continue in the future, it is essential that we have the appropriate educational systems in place throughout the globe to teach all citizens the basic elements of science and on how science and technology have an impact on many aspects of everyday life. It is also important for them to understand how science, technology and innovation has a key impact in the present and future developments of our societies as well as being essential to train our future scientists. Furthermore, it is important that these programmes are structured to include women and minorities in both developed and developing countries. It is also important that students who do not follow a career path in the various fields of science and engineering receive a solid background in the sciences for two rather different reasons. The first is that science courses will help develop their critical thinking skills that will serve them regardless of their career path. The second is that with a science background they will be equipped to participate as engaged citizens in issues relating to science. Providing children, starting early in primary school, with effective Inquiry-Based Science Education requires well developed curricula, qualified teachers and the support of local and national boards of education. IANAS recognised this from its early days explaining why the Science in Schools programme was one of the first inter-academy collaborations for the network. However, the challenges faced when achieving these goals vary significantly between countries. This publication is a review of the focal group’s activities over the past decade, considering both the successes and failures, with the view of learning from our collective experiences to improve all aspects of future Inquiry-Based
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