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Inquiry Learning Spaces (ILSs) are personalized learning resources for students, including a lab, apps, and any other type of multimedia material. ILSs follow an inquiry cycle. Inquiry cycles can differ but the basic Go-Lab cycle consists of the phases Orientation, Conceptualisation, Investigation, Conclusion, and Discussion. The aim of an ILS is to provide students with an opportunity to conduct scientific experiments, being guided through the inquiry process and supported at each step.

This page presents ILSs created by teachers or the Go-Lab and/or Next-Lab team (and often in co-creation), on a large set of domains and in many languages. Please note that the Go-Lab Authoring Platform Graasp is no longer maintained. This means that it is not possible to create and publish new Go-Lab ILSs, preview or copy ILSs listed on this page. It is only possible to view the descriptions of ILSs, which were created and published during the lifetime of the Go-Lab projects. This page can be used for your information only. If you are interested in creating and using Inquiry Learning Spaces in your classroom, please visit the new Authoring Platform Graasp.org

If you are looking for Inquiry Learning Spaces created especially for the curricula of Benin, Kenya or Nigeria, please visit our Collections page.

If you select ILSs in English, the descriptions on this website will still be displayed in English, except if the ILS author has provided the description in English. However, if you click on the preview button or copy an ILS to Graasp, the ILS will be displayed in English, as created by the ILS author.

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Rating: 5 - 1 votes

A scenario helps students understand the different factors that cause seasons. 

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This scenario guides students to perform an investigation about pigmentation regarding several factors that influence the result.

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Students learn about standing wave theory and then conduct experiments with a water bottle and their smartphone to test whether theory and experiment agree.

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Students work together using two versions of a collaborative Dollhouse Electricity simulation. They must investigate three different circuits to determine which one best resembles the wiring in a real house. In one version, a student has control over the voltage supply for the circuit.

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Students work together using two versions of a collaborative Rabbit Genetics simulation. They must investigate which genotypes exhibit specific fur colour and ear shape. In one version, a student has control over rabbits with black fur.

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Bacteria and viruses are two different types of pathogens. Bacteria are living organisms that can exist independently and have the ability to self-grow and reproduce. In contrast, viruses are non-living pathogens that require the invasion of other living organisms to grow and reproduce.

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Take on the role of an inventor/constructor and build your own machine that generates electricity. Recreate Lord Kelvin's famous 19th century experiment where electricity was obtained from falling water droplets. Check the operation of your device in various configurations and conditions.

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We all heard about the infamous smog but did you ever wonder what it is actually made of? Is it an opaque gas? A solid? Or maybe a liquid? In the experiment, we will investigate the matter by trapping some of the smog in a glass jar.

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It is important to understand how neurons do what they do. Neurons send messages electrochemically. This means that chemicals cause an electrical signal. Chemicalsin the body, which are called ions are "electrically-charged".

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The mathematics of credit cards: Luhn's algorithm