Skip to content

Three design principles for IBL activities in professional development: authenticity, collaboration, and scaffolded inquiry

Design · All designs
Evidence · no claims cited

Description

The IBL activity was designed around three principles. Authenticity meant a discovery-oriented approach using an ill-structured evaluative problem statement requiring students to form their own interpretations of evidence. Collaboration reflected the view that historical reasoning is a social activity in which interaction "stimulates students to elaborate their knowledge". Scaffolding sequenced key inquiry activities in a macro-script within a workflow.

Design Implications

Context

Requirements

  • an ill-structured problem leaving room for different plausible conclusions
  • sufficient guidance so learners forming their own interpretations from contradictory sources have a positive inquiry experience

Constraints

  • sources were limited to five preselected ones to control the information used

Target Learners

  • student teachers in teacher training programs

Learning Goals

  • learning how historical knowledge is constructed
  • conducting historical inquiries

Claims

  • Ibl Immersion Increases Procedural Knowledge Goals Self Efficacy [+M]

Examples

-

Key Sources

  • Voet, M. & De Wever, B. (2018). Effects of immersion in inquiry-based learning on student teachers' educational beliefs. Instructional Science, 46(3), 383-403. https://doi.org/10.1007/s11251-017-9439-8
Page metadata
Field Value
type design
id ibl-activity-design-principles-authenticity-collaboration-scaffolding
title Three design principles for IBL activities in professional development: authenticity, collaboration, and scaffolded inquiry
description The IBL activity was designed around three principles.
status review
generated by process:settle-candidates on 2026-10-18
trust unverified — no one has confirmed this page's content
sources 1 — voet-2018

Frontmatter is the page's machine-readable record — see the Schema & Guide.