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The "5 E's" are definitely a great method to structure one's IBSE lesson. Since I'm studying Biology, I found Example 1 to be very interesting. Students learn how to separate between observation and interpretation and leave the secure knowledge of their textbook behind to become scientists themselves.

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I like experiment 3 beacuse it's simple, useful and very interactive.

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Example 3. I think it is quite good. It's exactly described, I like it. Everything is properly explained, in the right places, the authors show accuracy and precision. It is explained with all the details. It takes time but it is very useful

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I think the third example is very good. It surely is very interesting for pupils and they will have lots of fun doing it which is very important to truly learn things. also i like that they need to think how they can make things float which usually do not.

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I think example 3 fits the 5E model the best. The teacher promotes an investigation about floating and sinking objects. After engaging the students the other "E" steps are provided.

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The third one is a complete ones because full of details and clear

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I read the third one about students investigating Density.
Keeping an Experimenter Report is useful as it will allow a teacher to make amendments to the method employed and fine tune the process over time.
I like that it breaks it up into the different stages which helps students stay focused without jumping too far ahead too soon.

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It is quite precise and clear so everybody can see how the experiment is going to work and how the different activities are to be done. This approach is surely time consuming but effective, working all around a subject from various po

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The three exemples are very interesting. I like this teaching methodology very much, because in my opinion is the best way to learn science. The problem is, you need a lot of time.

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Examples are good. When students find solutions to problems, more permanent learning is taking place.

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Like all reports, you need a lot of time to do it and sometimes become useless.
Anyway, I like how is structured but I do not like this structure in three columns because it does not help the reading.

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For the students: It evidences the process; helps to focus the issue; systematizes information.
For the teacher: it identifies ways of thinking, it facilitates navigation, it keeps a controlled strategy but it becomes slow; need to manage pro's and cons

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It provides a compact but descriptive report. It seems like a structured format which make reporting relatively easy for students.

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Great tool wich could help me with teaching students.

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Can help where are the learning scenario templates by which we need to make a learning scenario?

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3. Good sample of report. because it is one of the methods of learning by living and experiencing. It is a study that can do activities in groups. the question asked by the teacher in the introduction is nice. The ability to do this type of activity with different materials indicates that this example is good.

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The Experimenter Report tool is interesting and useful, and provided with examples for different age students. It is obvious that the students themselves test the method of scientific research, but this way, I think, takes much longer than a structured experiment. Well class management, however, would be better if groups were small, less chaos. This tool is more useful for long term projects.

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Great tool and helps a lot. I ask myself how much time does it takes to complete this template and how much time we have for learning. Is it necessary to "adopt" one more template?

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I think this tool helps teachers build a conscious and well-planned learning process, systematically initiating every stage of the process and the whole process. The significant components of the process are the stage at which a teacher makes metacognitive and reflective thinking about the process.

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I found this tool very useful to clarify the activity, organize the work, control the timing, compare and share the experiment to other teachers and have a collection of well organized activities in order to be use by others.

I choose the example “float or sink?”; it is very complete and clarifying, and although it requires time to elaborate it, the simple fact of filling it allows you to organize the ideas and to be sure about the goals, material, timing, etc.

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The students follow the scientific method step by step, to carry out their investigations. All students find density a difficult concept to get their heads around. This practical investigation is simple, the materials are easy to gather and sts can gather results and draw concluions immediately in the lab as they do the investigation. I liked at the end they shared their work with other students in the school. They spread their knowledge and it encourages others to repeat the experiment at home.

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Three reports are good. I chose 3. downloads selected well. There may be fewer students in the group (students are then divided into 4 groups of 6-7 students). In the end, similarities and differences are discussed.

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nice exemples . Very nice working at 3 .

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I like all three examples. I think it is very helpful tool. I would like to try it.

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I chose the task 3. I really like the processing of the project, especially its speed, the quick derivation of the conclusion ->  then students can continue to work with the new information that they learned.

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I have read the first report and I believe that it has been well elaborated at all stages. The experience is interesting to stimulate the curiosity of this age group and increase children's knowledge / understanding about insects. It has the particularity, advantage, either of developing over a relatively long period of time, a few months, or of the teacher having the support of a colleague in some of the classes.

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I liked Example 3 best. One of the reasons that I liked it best was that it more easily fit the secondary model of education used in the US. It was somewhat open ended in nature but still allowed the students to focus on the specific content of density, mass, volume, scientific method, buoyancy, density of the liquid, etc. It was doable within a couple of days. In the US it is much easier to get teachers to try activities that can be completed within a week that to do activities like #1 and #2 where the investigation stretches out over a longer period of time. This experiment allows students to make adjustments to variables and to carry out new explorations in a relatively short period of time. I feel like students could be somewhat successful with this even if they had little previous exposure to inquiry. I feel like the first two require that students and teachers have a much better understanding of inquiry processes and of tying together the content in order to carry out the inquiry over an extended period of time. Even thought there is great value in this I feel it would be hard to get the future teachers that I teach to think in such a long-term manner.

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All three examples are interesting, proper and well structured.

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As I actually perfome IBSE experiments, I agree on some points to be stressed in the report to enhance the strength of the experience.
The main point is that the report has to be as much detailed as possible in order to conduct a critical and functional analysis of the scope, the goal and the validty of the experience. The report under consideration is, indeed, very detailed in any of its parts.
The question of logistics (place, time, facilities, ...) is the first point to consider for the number of external variables which can influence the development and the outcomes of the experience in terms of participation, fruition, facilitation, etc.
The question of the experiment itself is the second point to consider for the main role of the teacher in mediating and facilitating the achievement of the goals.

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Example 1 provides a very detailed, in-depth and extensive explanation of the learning process by stages. I think that in general this process is very powerful for teachers, allows them to gain new insights, improve their teaching, and make students' learning much more meaningful. At the same time, teachers in our schools are under constant pressure and are required first of all to "cover the material", so we need to implement this tool gradually and at the right dosage

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All three examples are good. I hope to try in my class. The students work independently.

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I really like the investigation performed in "float or sink?" as it allows the students to discover complex magnitudes such as density from a hands on approach. Moreover, certain miss-conceptions such as "it sinks because it is heavier" can be tackled
down. I think the experimenter report follows a clear learning path lead by the student's curiosity  (engage, explore, explain, elaborate & evaluate) where questions are answered by applying the scientific method.

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Three reports are good. I chosed 3.  INVESTIGABLE QUESTION is well selected. There may be fewer students in the group ( Students are then divided into 4 groups of 6-7 pupils). Finally similarities and differences are dsicussed. That's good.

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I like the 2. example - "making bread" best. Although this experiment takes a long time, it's very interesting and well structured. Moreover, students learn best by doing and observing, that this experiment allows them.

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Learning becomes more enjoyable when they find the solution. And knowledge becomes more permanent.

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Example 3 . ( to  learn how to create what pupils  learn )

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All three examples are good and they are good for childern different age, i think they are interesting, they good for teacher and good for childern because it shows how to learn something just from observing and investigating

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All three examples are good and show what happened during the class. The best is in my opinion 3., it shows all the phases exactly

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All three examples show exactly what is happening throughout all the stages I think is good.

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All the activities are quite good, however I prefer the 3rd because is the shorter. In my opinion, the longer the project is, the easier to lose interest.

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I like reports two and three because all the activities are interesting, it is not difficult to perform them. The students work independently.

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they are three good examples, complete but in a synthetic  and clear format. I prefer the third one for its  simplicity, allowing the students to work autonomously alone or in little groups during all the phases, starting from the formulation of the question, that is very important in the IBSE method of learning.

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All three examples are good and show exactly what was going on during all thr phases. The best one is 3 in my opini0n.

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I think example 3 is useful, it provides learnes to create what they learn.

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Example 1 is concerned with stick insect with stimulating activities.It is useful for grade 9 and 10 students.Its shows sequence of all events how to arouse curiosity in student and retain it and recap and explain effectively.

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I really like the example Number 2 for very young children. It´s a very nice way how to learn about the most used kind of food.

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Example 3, in my opinion gives a clear vision of how to proceed to carry out a report based on the survey. In it are clearly expressed both the activities performed and the contents underlying the investigation

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I like the first example because it can be adapted and applied to pre-school children, using the drawing to a great extent.

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I know this experimenter report because after any trainer course I coul apply it and I can confirm the utility

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Example 3 was very interesting, my concern was the 11 hours it took to complete the activity.

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Example 3
Very interesting second part as it leads students to self design and experimentation.
In Portugal it would be very difficult to take that much time in class.

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Children learn by observing and doing.

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Example 3 gives a clear path of inquiry based learning. I liked how the report summarizes every concept and includes student activities.

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3. Sample. Swimming and stinging experiments. A concrete study. It is a successful experiment in which the students can work together in groups, make observations, compare the results, and evaluate the work of other groups.

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I teach younger age, so my closest example is number 3. The most similar was the research I spent with the pupils (9 years old) when we explored dolphins

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I like examples 2 and 3 but the ERF it's a useful tool to design an IBSE activity, and, afterwards, to reflect on how it worked in class. I might use it.

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I like examples 2 and 3. They are good examples of ERF as a tool for designing IBSE activities. I used to follow example 2 when I was teaching the effects of yeast on flour to make a pizza dough as part of a technological process.

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I like the module''Making bread''.
It takes a long period of time but it's very interesting because education is based on inquiry and children learn by observing and doing.

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I like examples 2 and 3. They are good examples of ERF as a tool for designing IBSE activities. I used to follow example 2 when I was teaching the effects of yeast on flour to make a pizza dough as part of a technological process.

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I really like ex 3 experimenter report is very useful
I use a similar one but less complete
It's important for students that have a clear path to follow and for teacher to evaluate students' and moreover it's own work

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Here is my analysis of example 3:

many hours were spent on it, usually there is no such time to spend;

activity is very interesting;

pupils would apreciate being hands on testing the objects ability to float;

I specially liked the second phase of experimenting, because they were testing their own conceptions and they had to design the experiment.

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In the first example we can see that the question is the base for the whole process. I t is important that students work in groups.

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All 3 examples are good. I like to sink or float as it is a good example of inquiry based learning. Hope to try these out in class. The problem is as usual time. Would love if there was more time to do thee activities.

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The ERF it's a useful tool to design an IBSE activity, and, afterwards, to reflect on how it worked in class. I might use it.

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Example 3 is a real activity about floating or sinking. Students work in small group, explain their tasks, can make observation, the hypotheses that students wrote  and discussed can be checked by their easy to go experiment.  Very interesting idea, I will implement it at my science classes.

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I think the hardest part is finding an investigable question because when students are engaged, it makes lesson process easier. Also I try to use 5E model in my classes so it made me happy to transport this report to my own teaching experiences.

I like “The Stick Insect” lesson plan because I have a kit has dead insects and I can transform easily to my own teaching and learning process. I really liked investigable questions of that lesson plan. It seems like students can be motivated to lesson easily with them.

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The activity about floating and sinking is attractive in EXAMPLE 3. Students are then divided into 4 groups, the teacher shows them the material present in the kit of the module, the pupils are guided, the following data will be collected, emitted as individual, as and in group, assumptions that are noted, important variables are identified and communicated to all.
So students communicate, share experiences, analyze and evaluate their ideas. Each group is in fact exposed to others in terms of experimentation, and what are the variables that have been highlighted by the group and are continually evolving. The conclusion is that the variables that appear are: the type of material, weight, shape and only for a group of liquid.

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Example 1:
Although this activity was designed for Primary school students, it could adapt to Secondary level, especially if they are not used to studying animals live (if they are not afraid of them!).
They begin by asking questions and hypotheses, and later design an experiment that serves to verify or reject the hypothesis. Once the experiment is done, students communicate and share their experiments, analyse and compare their ideas, with the aim of reaching conclusions. The process, the observations and their analysis give rise to new questions. Finally, the work is expressed in a written document, an oral presentation and / or a poster.
I like it, they follow the steps of an experimental work.
I agree that the Experimenter Report is useful both to revise and improve it according to its implementation, and to share it with other teachers.

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EX1: students are making questions, collecting and focusing on ideas while designing experiments, gained through experiment in the right way - observing, collecting data, analyzing it, making conclusions, compiling results. They are working in groups, and it seems really interesting way of learning compared to everyday, frontal, traditional lesson.

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Example 3 is a real activity about floating or sinking. Students work in small group, explain their tasks, can make observation, the hypotheses that students wrote and discussed can be checked by their easy to go experiment. Very interesting idea, I will implement it at my science classes.

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In Example 2, at the beginning, group work was organized and questions were asked about the research and what to do and how to do it. In the class they learned to share their ideas and attitudes and they were thinking and discussing it. At the experimental stage they collected the appropriate
information, identifying possible strategies and variables, and enriching the knowledge of students, evaluating and formulating different options and assumptions and expe-rimentally confirming them. They considered different concepts and thus came to the starting point for new research. Finally, presentations were presented in the form of presentations posters, etc. Students became aware of their learning and teachers were able to evaluate the effectiveness of each stage and the difficulties they encountered.

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In example 1, students have acquired skills as making questions, design experiment to support ideas, observing in the right way, collect data and analyse them, make conclusions, share results and defend them. That to obtain results be able to work in group is very important.
That it is more engaging to study science in this way compared to traditional lessons. That in order to design a scientific investigation it is important to build skills like .

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In Float or Sink- example 3, the stages of a discovery learning are well underlined. The hypotheses emitted by students can be checked by them in an easy-to-do experiment. Students check their ability to emulate a hypothesis, experiment, find variables that interfere with the experiment, think critically , to make connections, to understand and to use scientific terms, to work in a team.