It was believed that the lack of a definition of IBSE (Anderson, 2002, Abell, 2007, Krishner et al., 2006) would create issues when attempting to analyse any data for elements or processes related to IBSE. It was therefore decided that a tool would be developed, based on the review of the literature and lesson planning techniques, which could be used as a reference point in any analysis. The section on approaches to IBSE (2.3.2) details the primary model of IBSE chosen as part of this research which is the 5Es model. Table 2 in Chapter 2 describes each of these phases.
The exploration methodology of this research ensured that this framework could be field tested with appropriate real world examples of lesson analysis. The framework was applied to the textbook analysis, the discovery observations, the development of the intervention and the intervention observations. The application of the framework to these studies aided in validating the development and usefulness of the framework.
5.1.1: Structure of the analytical framework
Using lesson planning techniques, a series of questions were placed within the 5E headings to develop the individual structure of each 5E phase. By placing each of these points in the framework, any researcher or teacher utilising it would be able to position an activity to the appropriate location on the framework.
Figure 4: The Base Section of the ISBE Framework
A series of questions were then applied to each phase. These questions included:
What is the basic concept of that 5E phase?
What is the desired outcome of that phase?
What activities can be used to meet these outcomes?
Who carries out these activities?
What content knowledge must be imparted to meet the outcomes?
The first question ensures that the basic concepts of the 5E phase are considered before any consideration is given to the content or objectives of a lesson. It aids in clarifying the purpose of the phase as some activities can be carried out in different phases of the 5Es.
Once the topic and 5E phase has been chosen, a teacher would then consider the intended outcome of the lesson. Depending on the phase, the outcomes could be as simple as recalling prior knowledge or experiences of the student to understanding terminology or practices. The third question within the framework involves considering the various activities that could be used to meet the outcomes of the lesson as well as the outcomes of the 5E phase. As stated in the literature review, primary school teachers generally are carrying out teaching activities which promote the activity over meaningful learning (Rocard et al., 2007, Varley et al., 2008a, 2008b). By placing the outcome of the lesson before the activity consideration this framework aims to ensure that any activity utilized within a lesson has a meaningful learning objective behind it.
The fourth question identifies who is conducting the activity. IBSE is described as a student centred approach to teaching (Abell, 2007, Anderson, 2002, DES. 1999, 1999a, Varley et al., 2008a, 2008b, 2013). This question enables the teacher or a research to identify whether the lessons or activities are heavily student or teacher centred. Rocard et al., 2007, stated that didactic methodologies may have relevance in ISBE lessons. This question also affords a research to identify where teacher centred activities are required for learning rather than student centred activities. The framework also identifies whether students are working in groups or individually.
The final question of the framework identifies the content knowledge that will be required for the lesson. This section was added to ensure that there was an element of content placed within the framework as this can be a contributing factor in determining the various activities or methodologies employed. This section also serves to identify links to other curriculum subjects for both the teachers and students.
5.1.2: The 5E Phases
Engagement
Figure 5 details the Engagement element of the IBSE framework. The five questions above were applied to the concept of Engagement in the 5Es.
Exploration
The framework for the exploration phase revolves around the development of concepts or skills that a student may obtain through their studies. Figure 6 details this section of framework.
Figure 6: The Exploration section of the IBSE framework
Explanation
Figure 7 details the explanation section of the framework. The main point in the explanation phase relates who is carrying the various activities out. A teacher may misunderstand that the explanation phase is where they add the content knowledge to the subject that the students have been learning. This is however not the description of the explanation phase as described by Bybee (Bybee, 2006). The explanation phase can be carried out solely by the students, where they explain what they have learned to the class or teacher. This allows the teacher an identify elements of students learning and then expand on them if needed. An extra point has also been added to the content knowledge question which includes results from any experiments or investigations that have been carried out.
Figure 7: The Explanation section of the IBSE framework
Elaboration
The elaboration phase of the framework involves the student application of knowledge from the lesson and is shown in Figure 8.
Evaluation
The final phase of the IBSE framework is the evaluation phase and is shown in Figure 9. The crucial point of the evaluate phase is the content of the activity as this involves ensuring the students understood the content or skills that were being developed throughout the lesson and identifying gaps in understanding or knowledge by the student.
Figure 9: The Evaluation section of the IBSE framework
5.1.3: The Analytical Framework
Combining all of these phases into the analytical framework of IBSE allowed all of the resources, lessons and developments within this research to be analysed using a consistent structure. This framework was developed on the supporting structure of the 5Es. Using the 5Es ensures that the framework was based on sound research that was heavily linked with IBSE.