Curriculum review report - biology, chemistry and

physics.
May 2017

© International Baccalaureate Organization 2017

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
The review process

All IB Diploma Programme subjects undergo a review cycle in which both the curriculum and
assessment models are examined for future development. The review process is a collaborative
undertaking by the DP subject communities consisting of teachers and examiners and informed
by external experts and relevant literature. Grounded in lessons learned from teaching and
assessment of the present course as well as subject-specific and more general research into
science education, the aim of the curriculum reviews is to ensure that the next DP Biology,
Chemistry and Physics courses are fit for purpose in a changing world.

The calendar for the review is shown below:

Year Activity
Research into developments in science education
2014-2015
Attendance at conferences and workshops.
First assessment of the new guide
Evaluation of assessments
2015-2016 Call for participation on the review
Teacher surveys collected and collated.
Science Symposium and External Review Meeting 1
Internal Review Committee
2016-2017 External Review Meeting2
1st Development meeting
2nd and 3rd Development meeting
2017-2018
Trialling of Internal Assessment
4th and 5th Development meeting
Trialling of Internal Assessment
2018-2019
Teacher Support Material (TSM) Resource development including the
production of videos.
6th Development meeting
Specimen Paper meeting
2019-2020
Guide translated
Creation of the subject website
Up skilling of workshop leaders for the new guide
Publication of the new guide, TSM and specimen papers
2020-2021
Subject Specific seminars for teachers
First teaching of the new guide.

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The Research

The research for the reviews for biology, chemistry and physics comprised:
Syllabuses from programmes from different parts of the world in ten different languages were
examined for content, assessment strategies, approaches to teaching and learning as well as
issue of practical work and skills demanded by the courses.
Literature review – to understand developments in science education in various contexts and for
a range of purposes. Areas which were specifically investigated were:
• University view of 2ist century science skills
• The development of concept education in science
• The skills base underpinning scientific practice
• Co-operation, collaboration and group work
• Motivation in science
• Approaches to teaching and learning
• Complexity thinking, including agent based modelling
• Approaches to assessment

Surveys to teachers teaching Diploma sciences on various aspects of the current course
including internal and external assessments.
Reports from chief and deputy examiners, principle moderators and subject managers for
Biology, Chemistry and Physics.
Finally, a range of workshops and conferences were attended throughout this period by
curriculum managers including the Association for Science Education in the UK, Conference of
International Research Group on Physics Teaching (GIREP), Wrocław, Poland, the American
Association of Physics Education, Sacramento, United States and the American Association for
the Advancement of Science, Washington DC.

The research years culminated in the Science Symposium held in The Hague in October 2016
linked to a cross programme meeting encompassing Primary Years Programme, MiddleYears
Programme, Diploma Programme and Careers Programme.
Links to the symposium video
English: https://player.vimeo.com/video/206208132
French: https://player.vimeo.com/video/206202988
Spanish: https://player.vimeo.com/video/206202612

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The Science Symposium and cross -programme
sciences curriculum meeting

The Science Symposium and the cross-programme sciences meeting was held on 21-23 October
2016. The participants for the three-day meeting included invited speakers from the
international STEM community, curriculum and subject managers, twenty-six teachers from
around the world representing Diploma Programme (DP) Biology, Chemistry, Physics, Nature of
Science and Middle Years Programme (MYP) sciences and a group of second year DP students.
The attendance at the Symposium also included curriculum managers from across the Academic
Division, in addition to the Chief Academic Officer, Dr David Hawley and the Heads of the DP/CP,
MYP and PYP programmes. The Symposium was chaired by Dr David Homer.
The key objectives and outcomes for the Science Symposium and cross-programme science
meeting were as follows:
• To engage with the international STEM community and science education experts, IB
staff, science teachers across the programmes and a group of second year DP students
• To explore some of the major themes in science education
• To build consensus on opportunities for future curriculum development.
Day one of the meeting was dedicated to a full cross-programme agenda. The focus was to
contextualise the current approaches to the teaching and learning of science in each of the
programmes. This included identifying the common elements in the PYP, MYP and DP science
curricula and exploring key areas which show the greatest potential for cross-programme
collaboration in terms of curriculum development.
The Science Symposium was held on day two. The following section provides a brief overview of
the presentations.

Presentation 1: Science education for a circular economy

Speaker: Dr Mats Linder, Project Manager for the New Plastics Economy at the Ellen Arthur
Foundation
The concept of a circular economy reconsiders the traditional structure of economies by
introducing loops to keep products and materials in use at the highest utility, at all times.
Key questions explored were, ‘How do we inspire learners to rethink the future through a circular
economy framework’? ‘To what extent could the circular economy be a game changer in science
education? ‘
The speaker gave an overview of the skills and competencies required to solve complex problems
of which economic literacy, natural science fundamentals, and the appreciation for complexity
and systems thinking were the most important ones.

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Presentation 2: Revisiting systems thinking in a cross-disciplinary world
Speaker: Dr Brad Bass (2007 Co-recipient of Nobel peace prize), School of the Environment,
University of Toronto, Canada and The Foundation for Student Science and Technology

Presentation 3: Modelling in the science curricula, practice and goals.

Speaker: Professor Wouter van Joolingen, Scientific Director of the Freudenthal Institute,
Utrecht University, The Netherlands
Both of these presentations dealt with invaluable insights that complex systems theory provides
to the sciences as well as practice in many professions such as medicine, engineering, business
management among others. The first presentation outlined the set of principles which exist
behind all systems models and how with increasing the number of agents and the interaction
between agents, complexity increases very rapidly.
The importance of the role of modelling as the heart of science education and its vital role in
forming hypotheses, learning about facts, processes and the big ideas of science was explored by
the second speaker. Science or scientific learning does not happen without a model. Modelling
can enhance inquiry-based learning which involves three learning goals – to learn to model, to
learn from models and to learn about the role of models. The assessment of modelling was also
explored as to whether e-assessment could provide opportunities for assessing the modification,
use, and evaluation of models.

Dr Bass’ blog post http://blogs.ibo.org/blog/2016/10/18/tackling-complexity-in-science-

education/

Presentation 4: Teaching Innovations - Using technology to enhance the traditional

Speaker: Professor Paul Wyatt, Bristol ChemLabS Director, Bristol University, UK
Dr Wyatt gave an overview of the Dynamic labs initiative at Bristol University which is aimed to
develop lab skills both at the lab bench and within a virtual learning environment.
The innovation behind this initiative is that students arrive at the laboratory having worked
through a number of set pre-lab activities including a pre-lab formative assessment including the
learning of new experimental techniques using simulations so that students are prepared when
they attempt techniques in the lab for the first time. The feedback to students from the lecturer
is on-going throughout the investigation rather than just at the end of process. The system also
allows intervention strategies when necessary so that students are kept on track throughout the
process. This approach also enhances student time in the lab for engaging with the scientific
ideas under investigation.

© International Baccalaureate Organization 2017

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Presentation 5: Biomind - The challenge of authentic dynamic inquiry-based Learning
Speaker: Professor Michal Zion, Bar-llan University, Israel.
Vice Director of the School of Education, Head of the Science Education Program, Academic
Head of the National Centre for Support and Development of Biology School Laboratories

Professor Zion outlined the Biomind curriculum which emphasizes inquiry-based learning and
teaching. Students are encouraged to be self-directed and develop their skills of scientific
literacy, initiative, responsibility and motivation.
Biomind is a three-part inquiry process:
Stage 1 consists of structured inquiry and includes lab work, guided instruction, and leads to an
assessed lab report or paper
Stage 2 consists of guided inquiry where fieldwork is taking place outside of the lab
Stage 3: consists of open inquiry where students develop three inquiry questions to investigate
over a period of 6 to 12 months
Teachers are trained before they engage with the teaching and learning expectations of this
model.

Prof Zion’s blog post http://blogs.ibo.org/blog/2016/10/12/inquiry-based-learning-and-teaching-

in-science-education/

Presentation 6: Skills in STEM undergraduates

Speaker: Professor Katsuo Furukubo – Tokunaga, The Institute of Biological Sciences,
Tsukuba University, Japan
Professor Katsuo outlined the history of the development of educational institutions in Japan and
the importance of technical and engineering education in Japan.
The focus for students is to acquire the skills to be able to use their knowledge. Good knowledge,
logical thinking and a multidisciplinary perspective are the key skills which are encouraged in
STEM undergraduates. Professor Katsuo also outlined the importance of pioneer spirit to the
pursuit and creativity in science.
This presentation raised awareness of the different global contexts for teaching and learning and
the need for international-mindedness when designing curricula.

Professor Furukubo-Tokunga’s Blog post http://blogs.ibo.org/blog/2016/10/14/japanese-

geneticist-discusses-science-education-and-globalization/

© International Baccalaureate Organization 2017

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Presentation 7: Media Literacy: Reading the word and the world in science classrooms today.
Speaker: Dr Carolyn Wilson, Program Officer, International Education Office, Faculty of
Education, Western University, Canada, and Chair of the UNESCO-initiated Global Alliance
for Partnerships on Media and Information Literacy
Dr Wilson’s presentation focused on the concept of Media and Information Literacy (MIL) and its
application to scientific contexts. Pedagogical frameworks for MIL were explored which consist
of constructions, ideology, implications and meaning as well as the key concepts involved. Media
and Information Literacy competencies were discussed and how they could be applied across the
curriculum. Dr Wilson also shared her work with UNESCO in the field of MIL.

Dr. Wilson’s blog post http://blogs.ibo.org/blog/2016/11/07/media-literacy-education-in-the-

digital-age/

The DP science students who participated in the symposium tried out some of the technology,
including agent based modelling software, in the afternoon. They developed ideas and theories
based on their experimentation with the technology and fed back their findings and views at the
end in a focus group discussion led by our research department.

Day three became the focus for cross- programme, programme, and discipline specific
discussions. The key objectives for the day were to share views on the issues and themes raised
during the Science Symposium, proposing recommendations, ideas, and long-term goals for
individual subjects and the subject group to set the agenda for the review meetings to follow.

We would like to thank all the teachers who filled in the surveys and all the participants at the
meeting, including the students, for giving of their time and energy to launch these reviews, it is
enormously appreciated.

If you have any questions or suggestions please email ibid@ibo.org

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