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I would like to use the Experimenter report in my class, I will use the model for it
"Format of the experimental relationship" which is very useful, furthermore I'll inspired at the module
"FLOAT OR SINK?" because I teach at Secondary level of second
degree and this is an argument that my students approach in Physics, therefore would be an interdisciplinary activity a lot of fun.

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4.5 Teachers’ Experience about Writing to Learn Activities

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4.5 Teachers’ Experience about Writing to Learn Activities

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In this following section, there are interviews with two Amgen Teach teachers who have implemented writing to learn activities in their classrooms. They discuss the kinds of writing to learn activities to be used in IBSE classrooms and ways to use them. They also tackle the benefits of such activities to teachers and their students.
https://youtu.be/vCCDdOsPJY4
https://youtu.be/OBEwBuNjY3c

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At the end of the experimental activities I always ask my students to draw up a report of the experience carried out. Sometimes I ask them to compose a presentation of the results obtained in the form of an "oral communication to congress", which only need to write the title, abstract, main results with graphs and tables, conclusions and illustrate it to the class. First we studied how to submit scientific communications to indexed journals.
From this type of communication follows an evaluation for the student speaker.
Students find this role very funny. ;)

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Evaluation of Writing to Learn Activities. 

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Evaluation of Writing to Learn Activities. 

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Very Useful rubrics... I chose to evaluate the poems 3 according to the descriptors of the enclosed rubric in Appendix G.  The student have totalized 19/24.

Writing to learn activities promote students’ learning by improving their critical thinking skills. They also enhance students’ scientific literacy. At the end of the writing to learn activities, teachers can use the written products as an alternative measurement and assessment tool. As mentioned in earlier sections, there are various writing to learn activities such as journals, letters, lab reports, poems, diaries or stories. Therefore, each writing to learn activity can be evaluated from different perspectives with various rubrics. Rubrics are provided below with a brief explanation.

Science journals could be evaluated with respect to different themes, such as science vocabulary, accuracy, organization, content, model representation, self-reflection, etc. Find some examples of rubrics with which to evaluate science journals in Appendix A, Appendix B, and Appendix C.

Letters could be evaluated with respect to cognitive actions, such as observation, measurement, comparison, analogy, clarification, claim, cause/effect, induction/generalization, deduction, investigation design and argumentation. Find a rubric to be used for text analysis of letters in Appendix D.

There are various templates one can use to write lab reports. In the science writing heuristic (SWH) approach, students use a template as in Appendix E. This template could be evaluated with respect to different themes, such as (a) the quality of questions, claims, and evidence, (b) the relationship between claim and evidence, (c) the quality of the argument, etc. Find a rubric with which to evaluate the student template of SWH in Appendix F.

Poems could be evaluated with respect to different themes, such as form, word usage, poetic elements, language conventions, effort, illustration, etc. Find a rubric with which to evaluate poems in Appendix G.

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Here I am....who goes slowly goes healthy and goes far: My third Badge

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Here I am....who goes slowly goes healthy and goes far: My third Badge

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Module 3: Conceptual understanding of life sciences

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Among the "Examples of Writing to Learn Activities" I prefer "Poem 3 - Student A 7th grade".
The text is very accurate, it is engaging, recalls concepts and formulas, especially underlines the misconceptions typical of the quantities treated. It will be very interesting to show, at the beginning of the engage lesson, to my students these conclusive activities of the "matter" unit and invite them to do the same at the end of our study, also composing a well-rhythm rap or song.

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In my opinion it is true that writing is a valuable tool for learning content because while writing students explore ideas, discover relationships, observe contrasts, sequence ideas, and process information, they reconstruct the thinking process and internalize the activity and meaningful learning occurs.
Moreover, I agree with Walshe who concluded that writing activities increase the quality of learning by helping students clarify ideas and relationships between them and I'm completely share the opinion of Parker and Goodkin who claim that the physical act of writing has mental/cognitive consequences.
I never used Poeme, Story or Letter, only one time I invited my students to compose "Rap" for explain the Mendel's Laws, and the results will be very cheering. I enjoy with you to learn others examples of Writing to Learn Activities.

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I agree with Dr. Murat Gunel, I find that the rational writing is very useful to learn even more from the scientific activities carried out.
For example, I use, let students develop (during laboratory activities that last more than a few lessons) to write small laboratory "reports" where in addition to the recipe, tools, reagents and measuring instruments , answers to some questions: What was the objective of this exploration? Have we reached the goal? What step has been taken today in research to explain the phenomenon? There were things that surprised you, that you did not expect?
I strongly believe that there is a close connection between writing and learning. The answers to the questions that students give, help me to understand: a) if they really understood what they did; b) the progress of each of them; c) how can I help them in learning; d) what is the case of recalibrating or implementing for fully conscious learning.

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4.1 Prof. Dr. Murat Gunel - Teachers' view on writing-to-learn activities in science education

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The Effects of Writing to Learn Activities on Students’ Learning Outcomes

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The Effects of Writing to Learn Activities on Students’ Learning Outcomes

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4.1 Prof. Dr. Murat Gunel - Effects of writing-to-learn activities on students' outcomes

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4.1 Prof. Dr. Murat Gunel - Assessment in writing to learn

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4.1 Prof. Dr. Murat Gunel - Examples of writing-to-learn activities in science education

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4.1 Prof. Dr. Murat Gunel - Writing to learn in science education

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4.1 Prof. Dr. Murat Gunel - Connection between writing and learning

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I have sorted the questions into the quadrants but I have some doubts, It would be interesting discuss in groups now. I invite you to read this e-book in which there are some extreme speculations about the future of human sociobiology: https://www.researchgate.net/publication/320677486_VanGELO_Assoluto

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15- to 16-year-old students in Ireland generated the following questions as a result of watching the GATTACA trailer.

Print off a copy of these questions and the quadrant below it and sort the questions into the quadrant. If you prefer to do it digitally, you can use the PowerPoint at the bottom of the page, which contains the quadrant and the questions as well. Check the link to the partial solution offered to see if you are on the right track. At this point you have carried out step 6 of the P4C inquiry.

1. Does our biology define us?

2. Do parents have the right to choose their students' genetics?

3. If everyone can get genetically engineered, will we not all end up the same?

4. Does the government have the right to our genetic information?

5. Is it right to use people's genetic information to solve crimes?

6. Is it possible to genetically engineer people now?

7. Is it OK to choose some kinds of genes over others?

8. What is the perfect child?

9. Do parents already choose the genetics of their students?

10. Can doctors already change the genetics of students?

11. Is it possible to clone a human?

12. Why would you have a child naturally when you can have the perfect child in the lab?

13. Can an interview be replaced by a DNA sample alone?

14. What would the world be like if we got rid of all imperfections?

15. Is someone's genetics all that makes that person?

16. Will genetically modified people be treated the same?

17. Will genetically modified become the new norm?

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Identifying philosophical questions: Parts 1 & 2

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Identifying philosophical questions: Parts 1 & 2

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In the next video, teachers discuss the pedagogy behind Philosophy for Children, how to use it and how to establish a dialogue between students by sharing questions:

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3.4 Teachers engaging in an inquiry activity in the bioethics area - Discussion

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Ethics using a Philosophy for Children approach: Part 2

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Ethics using a Philosophy for Children approach: Part 2

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P4C can include the following sequence of steps:

1. Warm-up (could involve introductions or an icebreaker game)

2. Stimulus (we will use a video clip later in the module, but it can range from a newspaper article to a photograph)

3. Private reflections (thinking time on stimulus)

4. Question creation (individually developing a question related to a stimulus)

5. Question-airing (collaborating in separate groups to describe the generated questions; the most relevant question from those generated within the group can be picked by consensus)

6. Question-choosing (sorting and classifying the questions generated by all groups as philosophical or otherwise; we will use a quadrant to do this; one philosophical question is chosen by the whole class on a vote)

7. First thoughts (on the question chosen by students in the class)

8. Inquiry (students may sit in a circle and inquire on the question while the teacher acts as a facilitator)

9. Last words

10. Review and evaluation of the process/content

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Australian Journal of Teacher EducationVolume 40 | Issue 12

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Australian Journal of Teacher EducationVolume 40 | Issue 12

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Promoting Student Teachers' Reflective Thinking Through a Philosophical Community of Enquiry

Approach

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Teachers engaging in an inquiry activity in the bioethics area

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Teachers engaging in an inquiry activity in the bioethics area

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Teachers watched the trailer of the movie Gattaca (1997) as a stimulus.  In the video below, you can watch a teacher training session where teachers experience some of the P4C steps themselves.

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3.3 Teachers engaging in an inquiry activity in the bioethics area

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Ethics using a Philosophy for Children approach: Part 1

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Ethics using a Philosophy for Children approach: Part 1

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Introduction to Philosophy for Children by PDST, produced for the Inquiry Based Teaching in Life Sciences MOOC on the http://eunacademy.eu . Register here: http://www.europeanschoolnetacademy.eu/en/web/inquiry-based-teaching-in-life-sciences

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Ethics, life sciences and CRISPR: Activity Cecilia Fontanella, Italy

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Ethics, life sciences and CRISPR: Activity Cecilia Fontanella, Italy

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My answers for the proposal activity are reported directly on the image below

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This animation depicts the CRISPR-Cas9 method for genome editing – a powerful new technology with many applications in biomedical research, including the potential to treat human genetic disease.  Feng Zhang, a leader in the development of this technology, is a faculty member at MIT, an investigator at the McGovern Institute for Brain Research, and a core member of the Broad Institute.

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The ethical issues arising from genetic technology are increasingly topical and addressing them is more important as scientific tools available to us become more powerful. An example of such a tool is CRISPR. Please read the following introduction to CRISPR technology, and watch the short information video.

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https://youtu.be/pzGHHMOCTGs

https://youtu.be/C22Je6c9G1c

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Module 2: Implement inquiry in the classroom

Description
The course participant who has successfully passed this module has achieved the following learning objectives:
1. Building their skills and confidence to implement IB teaching in the classroom
2. Analysing at least one life science classroom implementation (from a provided list) of IBSE
3. Accessing tips and good practices from successful practitioners.

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Science teachers who participated in the Science Expo and who give their testimonials about the advantages and difficulties encountered (and how to face them) when working with IBSE projects.

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Science teachers who participated in the Science Expo and who give their testimonials about the advantages and difficulties encountered (and how to face them) when working with IBSE projects.

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These videos aim to give you some advice about how to manage an IBSE project with your students: from helping them to choose a project to promoting their work.

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These videos aim to give you some advice about how to manage an IBSE project with your students: from helping them to choose a project to promoting their work.

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https://youtu.be/EieYil6yL7s

https://youtu.be/fpjKfj7AkhY

https://youtu.be/G-hImw90wN0

https://youtu.be/lQIgqL3xlLs

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Below you can watch a video featuring an example on how to implement inquiry in the classroom, on the topic of using enzymes to do the laundry. The best part about this approach is that all the materials needed are easily available in a store or your own home!

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Below you can watch a video featuring an example on how to implement inquiry in the classroom, on the topic of using enzymes to do the laundry. The best part about this approach is that all the materials needed are easily available in a store or your own home!

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Video: In this didactic activity, 14- to 16-year-old students develop a proposal that guarantees a good level of air quality in their classroom based on the design of an experience with automatic data gathering in a mobile device.

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Video: In this didactic activity, 14- to 16-year-old students develop a proposal that guarantees a good level of air quality in their classroom based on the design of an experience with automatic data gathering in a mobile device.

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Testing CO2 levels - An experiment aboutthe effects of CO2 and the quality of air.

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Testing CO2 levels - An experiment aboutthe effects of CO2 and the quality of air.

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Video: The didactic sequence of this practice entails 14-16-year-old students experimenting on the effects of UV rays on the skin and the attenuation that several filters can provide, such as solar creams.

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Video: The didactic sequence of this practice entails 14-16-year-old students experimenting on the effects of UV rays on the skin and the attenuation that several filters can provide, such as solar creams.

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Testing sunscreen - An experiment aboutthe effect of UV rays on the skin and the mitigation that sun creams canprovide

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Testing sunscreen - An experiment aboutthe effect of UV rays on the skin and the mitigation that sun creams canprovide

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Module 1: Experience inquiry as a learner

Description
The course participant who has successfully passed this module has achieved the following learning objectives: - Understood the steps & methodology of inquiry-based learning - Experienced inquiry in life sciences as an adult learner (by completing one or more activities) - Identified and reflected on the steps followed along their inquiry path - Compared their own practice with a given example.

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Ark of Inquiry: Inquiry Awards for Youth over Europe is a research and development project funded by the European Commission, involving 13 project partners (including UNESCO) from 12 different countries.

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Ark of Inquiry: Inquiry Awards for Youth over Europe is a research and development project funded by the European Commission, involving 13 project partners (including UNESCO) from 12 different countries.

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Module 3: Conceptual understanding of life sciences

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Module 3: Conceptual understanding of life sciences

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Module 2: Implement inquiry in the classroom

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Module 2: Implement inquiry in the classroom

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Module 1: Experience inquiry as a learner

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Module 1: Experience inquiry as a learner

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Tools for Enhancing Inquiry in Science Education 

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Tools for Enhancing Inquiry in Science Education 

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To know me better, please visit the following links
https://www.researchgate.net/profile/Cecilia_Fontanella

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Hi! I am a subject teacher, I live in Italy. My main interests are: education, teaching, instruction, tutoring, coaching, learning, particularly in Chemistry and Biology.