LABINQUIRY-Community

What is LABINQUIRY-Community?

LABINQUIRY-Community is a collective of Secondary and University Education teachers, including researchers in didactics.

We share the designs and materials of the SRPs (study and research paths) in Classrooms or Moodles, for them to be adapted to each specific case.

Each time we implement an SRP, we create a WhatsApp or Telegram group to exchange ideas during the implementation, discuss the adaptations and developments, ask for suggestions, etc.

Who can participate?

Anyone interested in better understanding how SRPs (Study and Research Paths) work, both for teaching and for research in didactics.

Anyone planning to implement one in their classroom in the near or distant future.

People who have already implemented an SRP in their classrooms and wish to share their experience and expertise.

How to participate?

You can participate either as a listener, to get familiar with how the proposals are managed, or as an implementer if you wish to bring one into your classroom.

To join, you can fill out the form.

You can also browse the Telegram groups:

Is there any type of acknowledgement?

Member of the working group “Labinquiry” of University of Barcelona ICE-IDP.

Testimonis

Laura Fernàndez Ruano / IQS School of Engineering

"Students say: 'It's very useful', 'It's very interesting', 'We learn a lot', 'But it's hard and we have to work.' Of course — fantastic! They've realized it, haven't they?"

Maria Josep Freixanet de la Iglesia / Escola Regina Carmeli de Rubí i Escola Nelson Mandela de Berlín

"Before discovering SRPs, I carried out a statistics project with 9th grade students (3rd of ESO) on noise pollution. I ended up exhausted from the amount of work I had to do. I was happy too, because one group of students won the Planter 2021 award. But I didn’t dare repeat the experience. The following year, I implemented an SRP with 10th grade students (4th of ESO), with more guidance for myself and more responsibilities assigned to the students. For me, it was much more manageable. And they experienced it as a deliberate strategy: the first year I had guided them a lot because they didn’t know much, and the second year they were able to take the initiative themselves."

Dani Sans / Institut Sant Feliu de Guíxols

"In general, the groups have been very engaged and, if I had to compare, I’d say the level of involvement was higher than usual. I also believe that in future implementations, the experience we've gained will allow us to create better learning situations and encourage students to generate knowledge and strategies."

Susana Vásquez Elias / Escola Natzaret d'Esplugues i Escola Santa Anna de Barcelona

"Over the five years we've been implementing the SRP on padlocks, we've made many adaptations and changes based on how students responded, and also to make things easier for teachers. For example, we decided to remove the session journal because we didn’t have time to correct it from one day to the next. The nature of the work changes — it requires less preparation and more feedback — but it shouldn't become more demanding overall."

Marc Comas Cufí / Universitat de Girona

"The course has started. We couldn’t do it in the regular classroom because it was under renovation, but it’s been fine — we were in a smaller room and it helped us bond more as a group. I think they liked the proposal: we looked at the initial question, reviewed the data, I showed them what had been done previously, and explained the task for the next session. We spent a good part of the class finishing group formation. By the end of the week, we’ll see how we approach the project."

Kristina Markulin / Escola Universitària Salesiana de Sarrià

"A student from the group who had proposed an interesting analysis told me, literally: 'Oh, I don’t really care about this, but if you say what we’re proposing is interesting, then we’ll look into how to do it.' It felt like a contradiction to me — a very interesting situation."