The Question of the padlocks overall weight depends on several uncertainfactors, i.e. avarage weight of the padlocks, geometry of the bridge (lenght, type of railings, density of the padlocs etc).

Students must make certain assumptions and use them to design a mathematical model that describes the ultimate load of the bridge. The model is then validated and revised if necessary.

IBL is characterized as follows: Students…

• create their own scientifically oriented questions;

• give priority to evidence in responding to questions;

• ormulate explanations based on evidence;

• connect explanations to scientific knowledge;

• communicate and justify explanations

Conclusion: IBL tasks are self differentiating tasks

Usually, students process an IBL task as follows (Research Cycle)

1. Formulate a specific question (Ask)

2. Use the existing knowledge to understand the problem and investigating possible solutions (Investigate)

3. Create new findings based on the previous findings (Create)

4. Discuss the findings (Discuss)  

5. Evaluate the result and, if necessary, improve the solution (Reflect)

Tasks presented…

• Are accessible by all students

• Provide achievable challenges

• Develop fluency, understanding and processes

• Offer multiple entry points

• Involve using a range of methods and strategies

• Value the process rather than the answer

The role of a teacher in using IBL in STEM education

• Looks into and challenges student thinking and reasoning

• Instigates the evaluation and communication of strategies

• Uncovers misconceptions

• Supports student to learn from mistakes

• Provokes and stimulates the exploration of alternative routes