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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 Please note that the Go-Lab Authoring Platform Graasp is no longer maintained.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 Finnish, the descriptions on this website will still be displayed in English, except if the ILS author has provided the description in Finnish. However, if you click on the preview button or copy an ILS to Graasp, the ILS will be displayed in Finnish, as created by the ILS author.

Physics
Finnish
11-12
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Cet ILS est pour les élèves des classes de sixième

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Palaminen Tutustutaan palamisen perusedellytyksiin ja palamiseen kemiallisena reaktiona.

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ILS,  jossa tutustutaan kuperiin ja koveriin linsseihin sekä niiden toimintaan

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Sateenkaaren muodostuminen ja valon taittuminen    AdiëlleLotte WolthersMarion KrooshoopDayen ZwakenbergHenny Leemkuil

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Tutkivan oppimisen kokonaisuus valon taittumisesta.

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Kokonaisuudessa tutkitaan virtapiirejä ja miten erilaiset materiaalit johtavat sähköä. Tutkimus tehdään virtuaalisessa virtapiirilaboratoriossa. Tavoitteet: Oppilas oppii mitä tarkoittaa, että jokin materiaali on johde tai eriste

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Kokonaisuudessa tutkitaan hankaussähköä. Oppilas hankaa virtuaalilaboratoriossa ilmapalloa villapaitaan ja oppii, että mikäli hiukkasten varaus on sama, ne hylkivät toisiaan ja mikäli hiukkasten varaus on eri ne vetävät toisiaan puoleensa. Tavoitteet:

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Kokonaisuudessa tutkitaan, miten erilaiset kappaleet kelluvat ja uppoavat. Ensimmäisessä kokeessa tutkimus tehdään luokassa ja toinen koe käyttäen virtuaalista laboratoriota. Tavoitteet:

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Tavoitteet:  Tutustutaan liike- ja potentiaalienergiaan käytännönläheisesti kokeilun kautta skeittipuistossa. Opetellaan hypoteesin tekoa. Tätä jaksoa seuraa luontevasti ILS Skeittaaja osa 2: Kitka, jossa tutustutaan kitkaan.

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Tämä tehtävä on jatkoa osalle 1: Skeittaaja osa 1: energia. Tavoitteet:  Kerrataan energian käsite skeittipuistoympäristössä. Tutustutaan kitkaan. Tutustutaan energian säilyvyyden periaatteeseen.