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 Please note that the Go-Lab Authoring Platform Graasp is no longer maintained.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

Basque
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Ingurumenarekin lotutako ILS hau kulturaren ikuspegitik diseinatuta dago.

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Ingurumenarekin lotutako ILS inklusibo hau eskola irekiaren ikuspegitik pentsatuta dago. Ikasleek energia-iturri primario nagusiak ezagutuko dituzte eta energia-iturri berriztaezinen ondorioei buruz hausnartuko dute.

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Aurkeztutako Ingurumen arloko ILS inklusiboak inpaktu sozioekonomikoaren ikuspegia erabiltzen du.

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Ingurumen arloko ILS inklusibo hau kultura inpaktuari jarraituz diseinatu da, eta ikasle bakoitzaren sormena atera nahi du.

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ILS inklusibo hau inpaktu zientifikoaren ikuspegia aplikatuz diseinatu da. Mediterraneoko herrialdeetan igerileku gehiegi daudenez, igerilekuko ura gal daitekeen galdetzen zaie ikasleei.

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Ingurumenari buruzko ILSak inpaktu sozioekonomiko inklusiboaren ikuspegia erabiltzen du. Proiektu honi esker, lehen hezkuntzako ikasleek modu kritikoan ebaluatu dezakete aztarna hidrikoa, bakeroen ekoizpenaren adibidearekin.

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Ingurumenari buruzko ILS inklusibo hau inpaktu zientifikoaren ikuspegia aplikatuz diseinatu da. Ikasunitatean zehar, lehen hezkuntzako ikasleek urak errekatik txorrotara zer bide egiten duen ikasiko dute. Gainera, horri buruzko esperimentu bat diseinatu eta egingo dute.

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Jarduera hau ingurumenari buruzko ikasgai inklusibo kultural baterako diseinatu da. Jarduerak ikasle bakoitzaren barruan dagoen artista atera nahi du eta, horretarako, klima aldaketaren inguruan kontzientziatzeko bere artelana sortzera gonbidatzen du.

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Jarduera hau ingurumenari buruzko ikasgai inklusibo kultural baterako diseinatu da. Proiektuak lehen hezkuntzako hainbat jarduera biltzen ditu (irakurketa/idazketa, matematika, artea eta ingurumen-kultura) ur garbiaren erabileraren inguruan.

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Flotagarritasun fenomenoa zergatik gertatzen den ulertzen hasteko ILSa. Bolumen eta Masa kontzeptuak ere landuko ditugu bertan.