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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. You can create ILSs starting from an online lab, but also copy and adapt an existing ILS with the help of the Go-Lab authoring platform. Visit the Support page where you will find demo-videos, tips & tricks, and user manuals, that explain how to work with the Go-Lab authoring platform and how to publish your own ILS once it is finished.

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

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Interesse prático do estudo de uma função polinomial. Através do estudo de uma função cúbica, pretende-se otimizar o corte de uma chapa, para construir uma caixa com volume máximo.

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Comment évaluer l'aire d'une figure particulière ? On sait calculer l'aire d'un cercle.. d'un triangle.. d'un parallélogramme.. mais quelle méthode appliquer quand une figure ne rentre dans aucune de ces catégories ?

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Pythagore est un philosophe grec né vers 580 av. J.-C. et mort vers 495 av. J.-C. Beaucoup d’éléments de sa pensée proviennent en fait des disciples de l’école pythagoricienne, selon laquelle "toute chose est faite de nombres".

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Todas as ações aplicadas ao meio ambiente deixam impactos no planeta, esses impactos também são conhecidos como pegada ecológica.   A pegada ecológica está ligada ao crescente consumo mundial.

Rating: 5 - 1 votes

This is a basic scenario to teach the basics about constellations, and how to identify some of them.

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Ο παρών μαθησιακός χώρος ακολουθώντας τον κύκλο της διερώτησης, παρουσιάζει στους μαθητές ένα πρόβλημα της καθημερινότητας, τους καλεί να διατυπώσουν τις υποθέσεις του για τη λειτουργία του και να εκτελέσουν πειράματα για την επιβεβαίωση/ απόρριψη τους.

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Este projeto visou a construção de um ambiente para a promoção da descoberta do conhecimento, através de histórias, questões, convite a soluções e à realização de experiências virtuais capazes de dar corpo à teoria da Hidrostática ou Lei de Arquimedes, no âmbito dos fluido

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Parfois tout n'est qu'une question de perspectives... un problème a priori compliqué peut apparaître tout à fait trivial... à condition de changer sa manière de voir, d'observer, d’interpréter, de concevoir la réalité.

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Este ILS tem permite introduzir a unidade "Corrente Elétrica" do 10º ano, recordando os conceitos lecionados no 9.º ano e despertando a curiosidade para os conteúdos a desenvolver no 10º ano. Também permite ao professor a avaliação diagnóstica da turma.

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 Utilizando o laboratório "Built an atom" os alunos constroem um modelo atómico de elementos químicos até número atómico 10 e prever a formação de iões estáveis Têm ainda oportunidade identificar os elementos químicos conhecendo a sua constituição de uma forma lúdica.