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Many strategies are very interesting and I'll use in my classroom.

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Εντυπωσιάστηκα με το πόσο κοινά είναι τα προβλήματα που παρουσιάστηκαν. Μια στρατηγική που (κακώς) δεν εφάρμοζα είναι η συνεννόηση σε επίπεδο σχολείου, που επιτρέπει τη σωστή διαχείριση του χρόνου. Στο θέμα του χρόνου είναι η εντυπωσιακή η πρόταση της μετάθεσης της ευθύνης στους μαθητές και τις μαθήτριες. Το έχω δει να δουλεύει σε θέματα που πραγματικά τους ενδιαφέρουν. Αν δε δουλεύει δεν τους ενδιαφέρει και δεν έχει νόημα.

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Most of the strategies are very useful. Working in groups, simple experiments, the teacher's motivating and helping role are some that I found as remarkable.

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The issues mentioned are excellent in suggesting a solution to enforce his position and suggest solutions.

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I emphasize that the problem should be determined before the students and the process of determining the sources of the causal factors should be performed. our strategy is to focus them as much as possible on the subject.

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First of all I will understand that the entire bargain I am learning a lot along with my students.
Secondly before I could begin with the learning process, I should be well prepared as to what I want from my students and anticipate the problems that students may face and tentatively find solutions. I would focus better on my questioning skill so that the students understand the task very well and are clear. My ultimate goal is to make the students self dependent

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The issues mentioned are excellent in suggesting a solution to enforce his position and suggest solutions.

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Creating an aura of mystery to develop and sustain interest is one of the best tips

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Jeane de Fatima, Rio de Janeiro - Brasil

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Jeane de Fatima, Rio de Janeiro - Brasil

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Pineapple is a fruit rich in an enzyme called bromelain. This enzyme has the power to break the bonds between amino acids, thereby destroying protein. Therefore, when the gelatin comes into contact with the pineapple, it remains softened, as it has its entire chain of amino acids broken. Therefore, many people put the flesh in contact with pineapple juice for a few minutes so that the meat is softer.

In the experiment proposed below, we will see what the enzyme present in pineapple is capable of doing with collagen, the protein found in gelatin. This experiment can be done when the teacher is working on proteins and the action of the enzymes, so that the student sees how they act.

Materials needed

- Unflavored gelatin;

- Slices of ripe pineapple;

- Other fruits such as apple, banana, pear;

- Plastic pots.

How to make

- Make the gelatin without flavor, following the instructions of the package;

- Put the melted gelatin in three plastic cups;

- In one of the pots, put pieces of pineapple; in another pot put pieces of another fruit; and in the third pot put only the melted gelatin;

- Put all the pots in the refrigerator and wait about thirty minutes;

- After time, remove the pots from the refrigerator and observe what happened.

After removing the pots from the refrigerator, it will be possible to observe that in the pot that contained the pieces of pineapple, the gelatin did not harden; and in jars that contained pieces of other fruit, or contained nothing, the gelatin hardened normally.

Papaya and kiwi can also be used to make this experiment because these fruits also contain enzymes, papain and ficin, respectively, that break down proteins. But avoid using these fruits together to avoid confusion.

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all strategies are really interesting
the students will have opportunities to ask questions without fear and, to conduct investigations,  to verify hypotesis and reflect themsleves.

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Many strategies are very interesting and I'll use in my classroom

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I would choose one of two projects for the IBSE project:
1. Popular design or
2. Experimental design
I believe that their formula is the most interesting for students and it is a happy end to the project, i.e. implementation of the assumed goals.
In the 4th video I found interesting and important for me:
- setting priority tasks by multiplying indicators,
- organizing debates as a way to get to know students' ideas / I use debates in my classroom, but rarely /,
- a list of tips that will help students implement the project,
- when the experiment fails or nothing is observed, the result is also
- the need to go back to the initial question and not distract.
Important tips from the video "Teacher reflection":
- motivate students only until they start to manipulate and make experiments themselves,
- create atmosphere,
- ensure security and be available,
- support by suggestion at the right moment,
- make students aware that they will not be afraid to ask for help,
- and finally what is important for me, the teacher, the biologist, that during the project I can find myself again "in the situation of learning".

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2.6
All strategies presented are very useful defining a IBSE project.

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Since I need to work within the confines of the curricular content outlined by my school district, the students would not have an opportunity to select the “umbrella” subject. The overall subject would be solar energy. However, since there is a range of expected content to cover within this subject, the students would have an opportunity to generate questions of curiosity about the subject. With subtopics like shadows, (solar) heating of different materials [i.e. water/soil/sand], and solar energy, the students are bound to select some component of an expected topic of study.)

Some questions my students might ask are …

On a sunny day, why is the sand hot, but the ocean water cold?

Why is it always windy at the beach?

What can you cook using the sun?

Students would also have the opportunity to design and implement a project to answer their question and present their results. (Projects might be subject, experimental, or design.)

My students already work in small groups during science activities so we’re all set there!

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Let them choose the subject/project and form their own groups. Give them deadline and let them experiment. If they get stuck or need help - they can ask me

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Students will be involved in:
• direct use of objects and materials and phenomena observation;
• selecting useful information from a range of sources of information, including books, the internet, teachers or scientists;
• formulating the questions for carrying out the scientific investigation, formulating the hypotheses, planning and conducting the investigation, solving the problems, verifying the hypotheses, reflecting on the obtained results and developing new hypotheses.
• collaborating with colleagues, sharing ideas, plans and conclusions, thus revealing their own understanding of things and phenomena through dialogue.

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I believe I have been most struck by allowing students to assess the importance of clearly defined tasks themselves, and prioritising them accordingly. This allows them more ownership over their learning.

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I'm really sorry but the first thing i have to write is the poor choice of "tips and advise" montage. It is really the first time i face this problem. Ms Laura Matthys  speaks really quick and if someone don't understand French....Eng subs running as F1. Even though i reduce speed at the lowest level they were sports cars!I hope that my comment would be accepted as a "possitive interaction to improvement".As for the suggestions i have to say that i will use inside curiosity on everyday life subjects in a gamificated activity

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thank you for the suggestions. In the proposals, attention was drawn to the "choice of the subject and the motivation of the students". I think that these two parts are very important, after these parts are passed, hypotheses can be tested with good questions and experiments and good results can be obtained.

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Prior to the experiment, students are asked to think about a motivated research topic they are interested in. After presenting the topics, the students vote for the best proposal. After the proposal, they will use different techniques, and of course they will be motivated to complete research in pure curiosity.

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I will create curiosity from the very beginning, linking it with rel life,  then I will explain the purpose of the activity in a very clear way and the evaluation procedures.
I also will promote cooperative group work and probably I will use the flipped classroom methodology, sharing some videos and documents on my teacher's blog for my students to watch them before the experiment is done in the lab room.

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Choose the theme and the type of project. That awakens the desire of young people to learn and awaken their curiosity with situations of their daily lives and interests.
A clear definition of the initial question, the time management, the work environment and promote teamwork. Developing and asking the right questions. Do not give the correct answer. Anyone has the right to make mistakes, learn from mistakes. An atmosphere of trust and mutual respect in the classroom. Share your results and your achievements.

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I will choose a subject that arouse young people, depending on their daily lives and interests and curiosity. Another important tip was "when an experiment fails or when nothig is observed, this also counts as a result.

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Prepared timetable and a set of questions that may encourage action.
It is important that the topic is of interest to students

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Have a structure, clear outline and of objectives and goals for the students during the class/project

Have a list of questions to ask or to get students thinking/developing on all through the activity

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In the lessons we studying Archimedes' principle. To do this, we'll be experimenting with the relationship between density, mass and volume of an object and the magnitude of the buoyant force.

The students organized in teams will use the principles of buoyancy to investigate how mass, gravity,
volume and density is related to the buoyant force of an solid object floating in liquids. They will perform lab activities which investigates the fundamental physics behind pressure in fluids, buoyancy forces, and Archimedes’ principle.

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1) Advices on time, space, equipment and budget management
2) Promoting the pupils interest and involvement

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All the tips are interesting. The main idea is for students to participate in experiments, teamwork, and subjects to interest them.

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Acording to my opinion, which part they are interested in and ask a question about define problem.

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For sure, to choose a scenario that catch their attention and motivation. Facilitate the sapce and material to achieve the goals design for the IBSE. But mainly, i would use the tips to manager teamwork: set up tasks, attribute importance and urgence to define priorities.

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Ilike the advice that no observation is also a good result.

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The stratergies adopted :
1. Identifying and presenting  a problem .
2.Creating an aura of Mystery to develop and sustain intrest
3. Defining the task and discussing so that thinking is developed.
4. Encouraging ideas and discussions that leads to convergence of ideas.
5. After getting the act ready we can promote it through school fairs and exhibitions

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More attention to the setting the space of work and longer times for individual reflection, final discussion.

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Ss are to make an exhibition of their works done during the trip. On the trip they will produce pictures using light sensitive paper and some objects they find during the trip. They need to study how to obtain a good picture using this low sensitive paper.
The problem I may have is to get enough interest from the students. But this early photography technique inspired many artists later, too. The choice of materials to study and a well designed worksheet should help me achieve good results with students.

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IN my opinion the key is let students choose what they are interested in and teach them ask questions.

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All tips are really interested. In my opinion we can use all of them. Which are the most important? Maybe those related to define the subject, the question and how to help students to approach to the subject.

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I thank you firstly for sharing your experiences with our teachers.
1. determine the real life problem
We will investigate what was done before to solve the second problem
3. Workaround path, create hypothesis
4. Test the hypothesis
5. Discuss the results
I expect the real life problem to be an electricity need.
Because mobile phone charging is an important issue for students :)

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Stundents can choose from a list of experiments.
Students are organized in teams of friends.
The lider of each team present the project in front of the class.

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nabeul , Tunisia

I will propose to students some projects depending on the availability of   materials (equipment and reagents) in our laboratory, in total relation with our curricular and subjects taken from their real life.  Students will choose the suitable subject according to their interest and motivation.

Then, we will discuss the problem of the subject   , starting by defining with precision the objectives of the project and elucidating the different steps to follow,  then I will divide students into groups according  to the affinity between them , so that each group will take a part of the project , my rule in such situation is to guide them during all phases of the project , to give them help when needed and  t o interfere if any trouble happens during work.

I Will provide them all the necessary documentation to be used, or to be found out by students’ priory, depending on the subject , for the success of the work , it will be better to involve workmates from other disciplines and  to work when students are free and available for better motivation .

After doing the practical phases all results will be noted in a working sheet, then one student of each group will present a summary of his /her group work to all groups, which will be discussed until to finish drawing conclusions

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I would give options to the students and ask them to select one by deciding amongst themselves mutually.
I would allow them to form groups.
Allow them to decide a deadline to complete the topic.
I would ask them to approach me whenever they face difficulty and guide them time to time.
I would show the students videos and case studies related to the topic.
This will make them interested, independent, confident while presenting the topic to everyone.

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First, I will study the problem I would offer to students for research. This is important I to be able to guide them during the survey.

Second, I propose to solve the problem.

Third, I form groups for work. The principle I apply for shaping groups is different for different classes.  Sometimes the choice of a group is according to the student's will.

Fourth, I point to sources (literature, websites) to be used. Or, at the students' suggestion, I can invite a specialist for a consultation.
Fifth, we supply the laboratory with the necessary equipment. This is at the suggestion of the students. The equipment and the materials must be available.

Sixth, the students conduct the experimental research. The results are shaped and conclusions are drawn.

Seventh, each group presents a presentation with conclusions from the experiment and with the solution of the problem.

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I would try to implement or improve the following strategies:
Choose clear topic that is motivating to students and adequate for achieving the goals of the subject.

Teacher acts as facilitator/guidance

Organize schedule to make the most out of the available time.

Ask pupils to write down their ideas alone first and to compile them as a group afterwards.

Groups made of pupils who know each other and work well together (preferably).

Ask questions along the process and accept all answers.

Gather information that leads to divergent outcomes and then work through these to achieve convergence that leads to the acceptance of the best solution.

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Having clear objective/goals on what I what the  students to have learned/ experience.
Preparing a list of possible questions to ask during the investigation.
Deciding if I want the students to approach it experimentally, or if it can be done as a 'popular' project as described in the first video

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I find very useful the 7 questions and the part about the teacher's reflection.

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I would like to experiment with the 7 key questions: How? Who? What? How much? Where? When? Why? What for?

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Hi everyone, i was thinking about this job. When i was review information to make them, i found this article. It helped a lot.

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When you prepare for class, office hours, and help sessions, compose specific questions that you will ask your students (or that you anticipate they will ask you). Doing so will help you increase student participation and encourage active learning. The strategies below will also help you formulate questions for exams and paper assignments.

Active learning extends beyond the classroom. When you ask questions in the classroom, you are modeling a process that students can and should use themselves; encourage your students to use the following questioning strategies to assess what they have learned, to develop their thinking skills, and to study for exams.

When planning questions, keep in mind your course goals. For example, do you want students to master core concepts? To develop their critical thinking skills? The questions you ask should help them practice these skills, as well as communicate to them the facts, ideas, and ways of thinking that are important to their learning in your course. (For more information about course goals, see Designing a Course).

Avoid asking "leading questions." A leading question is phrased in such a way that it suggests its own answer and therefore discourages students from thinking on their own.

Follow a "yes-or- no" question with an additional question. For example, follow up by asking students to explain why they answered the way they did, to provide evidence or an example, or to respond to a yes-or-no answer given by another student.

Aim for direct, clear, specific questions. During class discussions, rather than beginning with a single question that is multilayered and complex, use a sequence of questions to build depth and complexity. Essay questions on exams or paper assignments, on other hand, often provide an appropriate opportunity to ask multi-layered questions. If your exam will include multi-layered questions, use questions during class time to walk students through the process of answering multi-layered questions.

In class discussions, do not ask more than one question at once. When you ask more than one question, students often do not respond because they are unsure which question you want them to answer.
When you plan each class session, include notes of when you will pause to ask and answer questions. Asking questions throughout the class will not only make the class more interactive, but also help you measure and improve student learning. Do not save the last two minutes of class for questions. Students are unlikely to ask questions when they know that only a few minutes remain. (See Increasing Student Participation and Teaching with Lectures.)

Ask a mix of different types of questions. You should use "closed" questions, or questions that have a limited number of correct answers, to test students' comprehension and retention of important information. You should also ask managerial questions to ensure, for example, that your students understand an assignment or have access to necessary materials. "Open" questions, which prompt multiple and sometimes conflicting answers, are often the most effective in encouraging discussion and active learning in the classroom. For examples of "open" questions and the purposes they can serve, see below.

Wait for students to think and formulate responses. Waiting 5-10 seconds will increase the number of students who volunteer to answer and will lead to longer, more complex answers. If students do not volunteer before 5 seconds have passed, refrain from answering your own question, which will only communicate to students that if they do not answer, you will do their thinking for them. If the students are unable to answer after sufficient time for thinking has passed, rephrase the question.

Do not interrupt students' answers. You may find yourself wanting to interrupt because you think you know what the student is going to say, or simply because you are passionate about the material. Resist this temptation. Hearing the students' full responses will allow you to give them credit for their ideas and to determine when they have not yet understood the material.

Show that you are interested in students' answers, whether right or wrong. Encourage students when they are offering answers by nodding, looking at them, and using facial expressions that show you are listening and engaged. Do not look down at your notes while they are speaking.

Develop responses that keep students thinking. For example, ask the rest of the class to respond to an idea that one student has just presented, or ask the student who answered to explain the thinking that led to her answer.

If a student gives an incorrect or weak answer, point out what is incorrect or weak about the answer, but ask the student a follow-up question that will lead that student, and the class, to the correct or stronger answer. For example, note that the student's answer overlooks the most important conclusion of the study you are discussing, then ask that same student to try to recall what that conclusion is. If he or she does not recall the conclusion, open this question up to the class.
1. To assess learning.

What is the most important idea that was generated in today's discussion?

Can you explain this concept in your own words?

Can you draw a diagram to illustrate this idea?

2. To ask a student to clarify a vague comment.

Could you elaborate on that point?

Can you explain what you mean?

3. To prompt students to explore attitudes, values, or feelings (when appropriate).

What are the values or beliefs that inform this argument?

What is your initial reaction to this argument?

4. To prompt students to see a concept from another perspective.

How do you think that this issue is viewed by those with whom you disagree?

How does that concept apply to this new problem?

5. To ask a student to refine a statement or idea.
When does that principle apply? Always? Only under certain conditions?
Would you say, then, that you disagree with the author?
6. To prompt students to support their assertions and interpretations.

How do you know that?

Which part of the text led you to that conclusion?

7. To direct students to respond to one another.

What do you think about the idea just presented by your classmate?

Do you agree or do you see the issue differently? Explain.

Can you think of another way to solve that problem?

8. To prompt students to investigate a thought process.

What are the assumptions that informed the design of this experiment?

What are the assumptions that these two arguments share?

9. To ask students to predict possible outcomes.

What might happen if this practice were to be outlawed?

What would be the result if a different set of assumptions were used to set up this experiment?

Would you get a different result?

10. To prompt students to connect and organize information.

How does this article shed light on the concept we studied last week?

Can you develop a graph or table that organizes this information in a helpful way?

11. To ask students to apply a principle or formula.

How does this principle apply to the following situation?

Who can suggest how we might use this new formula to solve the problems we examined at the start of class today?

Under what conditions is this equation not valid?

12. To ask students to illustrate a concept with an example.

Can you think of an example of this phenomenon, drawn from your research?

Can you point us to a specific part of the novel that led you to that conclusion?

Can you identify a painting or design that exemplifies that idea?

Benjamin Bloom's Taxonomy of Educational Objectives (1956) provides another useful way to think about when and how to use questions in teaching. As the following table shows, Bloom identified six types of cognitive processes and ordered these according to the level of complexity involved. Ideally, you should combine questions that require "lower-order thinking" (often "closed" questions) to assess students' knowledge and comprehension with questions that require "higher-order thinking" (often "open" questions) to assess students' abilities to apply, analyze, synthesize, and evaluate.

After teaching a class session, leading a help-session, collecting an assignment, or administering an exam, take brief notes on which questions were most effective at achieving the goals you had set out and which questions led to answers that you did not expect. Keep these notes with your lecture notes or lesson plan and use them to refine your questions for the next time you will teach or meet with students.

Bloom, Benjamin (ed). Taxonomy of Educational Objectives. Vol. 1: Cognitive Domain. New York: McKay, 1956.

Davis, Barbara Gross. Tools for Teaching. San Francisco: Jossey-Bass Publishers. 1993.

"Questioning Strategies." Center for Teaching Excellence. University of Illinois at Urbana-Champaign. http://cte.illinois.edu/resources/topics/methods/strateg.html.

McKeachie, Wilbert, et al. McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 12th ed. Boston: Houghton Mifflin, 2005.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. © 2009, Washington University.

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When you prepare for class, office hours, and help sessions, compose specific questions that you will ask your students (or that you anticipate they will ask you). Doing so will help you increase student participation and encourage active learning. The strategies below will also help you formulate q

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All the straregie and the indications presented in the videos are very interesting, congratulations! I think I put this thing into practice as soon as I hung, naturally with the necessary precautions as recommended.
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1.     Choice of the topic:

I would choose the exerimental project, because I feel most proficient to guide the students in this area.

It is important to clearly define the initial question to make the students feel curious about it, using the 7 key questions.

2.     Organization of the class:

The students should make a priority list on the blackboard so that they organize themselves.

I would let the students choose one of several projects to increase their interest and motivation and form the groups by themselves to facilitate their interaction in the groups.

3.     Coaching the students:

The students should make a brainstorming in their groups to pool all their ideas and work together.

It is important to ask the students to state their observations independently from their analyses.

I would ask the students to make a control experiment, to vary only one factor at once and keep the others constant and to reproduce their data so that they understand the concept of reliable data and can draw clear conclusions later.

The students should prepare parts of their posters as homework so that they have time to define their own conclusions before discussing them together.

Students should be asked to compare their results with their hypothesis and to summrize their results to come to conclusions.
It is important to circulate among the groups to be available and reassure them.

4.     Presenting the projects:

I would let the students summarize their projects on posters structured in abstract, introduction, results, discussion so that they have a good overview.

It is important to sumarize all findings and to come to a final onclusion together.

It is important to recognize and highlight the students’ efforts to build their confidence.

I would emphasize that even if their initial hypotheses turned out to be wrong, they still learned something and can now think of an alternative hypothesis and future experiments.

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I really liked 7 key question to help define initial question. I think it can really help in shaping my IBSE projects.

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Let students to choose the problem or topic they are interested in.
Let students to choose their own way of work and the strategies.
Create issue that will increase the student's confidence.

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I would choose a relevant topic together with students which is suitable for their level of knowledge. If it's too simple, it's boring but if they don't understand anything the motivation drops.
I will think which resources I have or can get.
I will plan enough time to be able to finish the project and present it to others.
I will think of productive questions and ways to motivate students.
The groups will be formed on voluntary basis.

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To implement the project in the classroom:
Identify and propose the issues that will be investigated
Set goals | goals to achieve
Establish tasks and rules for investigation.
Define student groups
Formulate the hypotheses, make the observations, analyze the results and present conclusions from each group and the whole class.
Provide Feeback
Evaluate the experience

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1. Students can choose their own own subject/topic. That their motivation is increased.

2. Students form groups themselves, with people they are comfortable working with.

3. Let students present their project on class, at a science expo or at an open day.

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To begin the project I will have to clearly define the topics I'm going to investigate.
Establishing tasks for students to participate in the investigation.
Depending on the theme and the time you spend, I will determine how the investigation will be addressed.
I will establish student groups: each group will perform the experiment and interpret the resulting data.
To formulate the observations and conclusions of each group and of the whole class.
I will carefully observe the work of each student to provide feedback and achieve the assessment of the experiment.

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I will start with an easy question that has no right answer. then divide students into groups, next give each group a task that is a part of the project, give sts some time to preparation, after that they represent their tasks to themselves, finally change the groups' members and continued with the same part of the project

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Students can choose a research topic based on specific motivation, they will use different techniques and ofcourse they will be motivated to finish the research.

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Sorry could not understand even one video as I don't know the language used. Tried reading all the participants responses and from there gauged that it is important students choose their own topic to be motivated and also manage time and resources. Let students be responsible for their own learning.

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Tips and advice that I liked and that I will use:
1)The students have chosen their topic, through that a certain motivation exists.
2)The students have chosen which group they want to work in. This makes everyone in an environment in which you feel comfortable.
3)The students present their results in front of the class or on the open day as an appropriate conclusion.

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All the proposal are suitable, I think I would make them start by reflect

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Give students a few topics to chose, working in small groups, start w/ brainstorming and use collaborative learning using some RWCT techniques.

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Congratulations all the strategies and tips presented are very interesting, and easily usable I will try to use them perfecting their use with the addition of other small precautions as proposed in the videos.

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Following the above advises I will have take into account
- The spaces distribution
- Make initial questions
- Show the project (It is multidisciplinaire and have been the students who have choosen it)
- Time management (First oral questions, brainstroming, divergent and convergent questions).

And about the experiment:
First: observation.
Second: analisys and supositions
Third: analisys of results.
Fitth:  conclusions.
Finally: give a good opinion about the students' work.

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Having the students pick a topic. Refer back to the question and realise that the question might change. Working in groups and ensuring they are groups that will communicate with each other and work well. Sometimes I would group students of different abilities to try and bring about new ideas but it is important that there is a good group dynamic

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I can not post here because I do not understand french.

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To begin with, I would definitely let the students find a subject themselves. I might show them a video about every day myths first and ask them afterwards, if they know other phenomena they want to investigate.
For the next step, I would help them formulating an initial question (I think the HWWHWWWW method can be very helpful with this!).
Then it is time to develop the experiment and writing a material list, designing a time plan for the project, forming groups etc. For assistance during this phase I would give every group a handout with information about scientific methods (control samples, repeating experiments etc.) they should consider while planning the experiment.
During the practical part I would try to help the groups and be available for questions.
Then the students should analyze the data they collected and come to a conclusion by trying to answer the initial question. The presentation could be
- on the school homepage (probably in cooperation with the computer science teacher)
-  on the school's open house day
- a youtube video

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I think it is good for students to choose a research topic that would be interesting for them. Different techniques can be used to get ideas from them. They will be highly motivated.

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All strategies and advice presented are very interesting. I already use some of them but I will try to perfect their use and add other aspects, as proposed in the videos.

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I would choose a topic that can be connected with the surrounding reality.I would prepare a list of questions and tasks. I would split the students in groups. I would propose a study case with the identification of strong/weak points of their solution/result.  At the end of the activity each team must to present their work to their peer-mates.

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I will propose several issues to students. They will depend on my laboratory equipment and reagents. I leave the formulation of the research problem to the students. I will give them the freedom they will want to research. I will divide them into groups. I would like each of them to play a role. I will watch during the investigation and I will not interfere. Then, discuss the actions, we will draw conclusions.

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Maybe one can start by presenting some current newspaper articles or social media posts, create some discussion around them and gauge which issues tickle the students’ interest most. Then make them choose the topic themselves.

One issue that came up in the video, and that often comes up when discussing the use of IBSE activities in class is the time factor. At times we feel that there isn’t enough time for these activities. To minimise this problem, when we work on projects we can try to work on topics that are related to the syllabus anyway so that we will be using the project work to tick off some topics that we would have had to tackle in class anyway.

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The questionnaire based training in the learners' As a resource, videos, articles, problems, group problems ... can work on events that they meet but do not notice every day. it is important to run the students in groups. they need to be motivated while working on topics. the research and exploration process of the students should be well arranged and planned. they should be given self-confidence to succeed.

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My ISBE project will begin by clearly formulating of the subject to be investigated. All students will contribute to the establishment of the investigation protocol. Depending on its complexity and the time resources allocated to the project, I will determine how to approach the investigation: either all students will run the same experiment, or groups of students will run certain sequences of the experiment, and the results will be corroborated. I will follow the formulation of the observations and conclusions by each group and the whole class and I will carefully observe the activity of each student to provide feedback and achieve the evaluation of the experiment.

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Very interesting videos. I would choose a research topic that is related to their interest. The class will be divided into heterogeneous groups. The teacher has the role of facilitator and guide during all phases of the activity. At the end the students will have to explain and share their work with the rest of the class.
Depending on the lesson time in Italy, the time available is limited. It would be advisable to work in an interdisciplinary way, just as I am experimenting with my religious colleague

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The teachers' experiences are very interesting. Also I would choose a research topic that is related to the interest of the students. I would organize them in heterogeneous groups. The teacher should have the role of facilitator and guide during the research activities, all phases. At the end the students will have to report and share the activity path with the whole class.
Just as school time is organized in Italy, the time is very limited, it would be advisable to collaborate with another teacher, as already experimented with my colleague of sciences.

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I would definitely take into account the idea of pupils' involvement and advice on how to lead them in the work so that they can raise productive questions and find answers to them.

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I think these videos provide a very structured pedagogical strategy for the implementation of IBSE projects in the class. I will definitely watch the videos again and take notes on all the ideas and proposals provided for enhancing my skills in formulating scenarios towards a more inquiry - based approach. A very good source of information provided in a sophisticated way!
For instance, I will try to formulate the issues on question along with the students. Students will be provided with the opportunity to be more independent in their work. They will be motivated to take ownership of the problem. I will stress that even it is possible that nothing is observed throughout an experiment, this counts as a result of the experiment and has to be regarded in a productive way.
Teachers testimonials about the advantages and difficulties encountered (and how to face them) are great resources and help us build confidence since we realize that other teachers in other countries face the same, more or less, situation, problems, or difficulties. As one of the teachers said: “We (the teachers) are also in a learning situation”.

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To motivate sts via interesting topics & IBL for successful PBL. Thxxx! :)

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In my opinion these videos summarize very well the content of the module and the steps to take into account when planning to do IBL.

Regarding the strategies I’d underline the following:

- choose something to arouse students’ curiosity, formulate the question with them, bearing in mind the 7 requests (how, where, what for, …) (to involve students in the research, to propose substantial questions)

- keep always in mind and remind students the driving question (not to get lost!)

- organize time and work space (research is time and space consuming)

- devote more time to draft conclusions of each group before the class conclusion (to have a more fruitful debate)

- consider what could be done to achieve the initial goal if it hasn’t be reached (to evaluate the project)

- recognize students’ work (often, I don’t do this, to spare time)

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I would certainly leave students free to choose the investigation subject; maybe the youngest will prefer some day-to-day life topic, but the oldest ones could be curious about something they had previously  studied. I think that asking a question which leads to a productive answer could be the hardest work for students throughout all the project. In contrast, I will get in trouble in managing space and time!

In my experience the formation of the groups requires sometime teachers’ interference in the organization: if necessary I choose some students who will be not the leader but simply the representatives of each group (this is to avoid that either the most brilliant pupils or those who are easily distracted work all together).

Because of the little time Italian science teachers have for classes, we can do discussion during the class, while the presentation of the project should be done at home by the students.

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The videos of this section are far more clear and understandable compare to those of the two sections before (better in french with english caption that poor english) and I had the impression that the speaker is more experienced with real lectures. Now are very clear the general rules that I would need to follow to rule an IBSE lecture. The suggestion-hints section is very usefull too

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In the last video I said to myself, "my God, that's me, and in all countries, we almost have the same problems and we almost come to the same solutions. I would use and take into account all the last video as well as tips and advice B.

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Sorry but I was unable to understand the videos because I don’t speak French.

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I like all the things I have seen just till now. They are really very interesting projects. Anyway, my problem is that all those projects are thought for Secondary schools (14 yeatrs old students and up) and I am working with 6/7 years old students. So, I don't know very well how to do these kind of projects in these primary years.

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All strategies and advice presented in this section are very interesting. I’ll use all. I prefer to write about two of them that I have never used.

·         I choose a subject that my students desire to learn, on which they are curious. In this way they should be more involved.

·         I ask them to write a guideline document about how to work in a group because they have had only few experiences about group work. In this way work in group should be easier.

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Teachers will foster their students to research ans investigate through amazing warm activities or research questions to be solved. Always related to their environment if possible to make their learning meaningful.
Teachers will engage the students by scientifically oriented questions.
Teachers will give the students the priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions.
Teachers will foster their students to formulate explanations from evidence to address scientifically oriented questions.
Learners will be encouraged to evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding.
Teachers will help the learners communicate and justify their proposed explanations in order to gain scientific knowledge.

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I will organise students into groupsand give them a real world problem such as a task to purify water. I will allow 10 minutes of group discussion then oral presentation of ideas. Then students will discuss more and create a plan, Next students will carry out activity and finally right a report to present.

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First I have to say and point that videos listed above did not help me at all since I do not speak the language. So I can only imagine what they were talking about.
Anyway, I think that the students should be given some topics of the subjects needed to be investigated, and choose from one and then preapre IBSE project.

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I have found these videos extremely interesting!The step by step explanation is really full of ideas.

My problem is time...too few time, so I sacrificate some step...

I usually use google classroom to give students the investigable question, they prepare their ideas and then they discuss it in their groups (3 guys),choose a common path to start with experimental work...

In the videos this phase is suggested to be done as debate...I think that this will be more effective, more ideas could be presented in a class and this should be also functional for student motivation...probably this could be an implementation...

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I think it's important that the students choose the subject of investigation because this way they are more motivated as they investigate something that is interesting to them. It is also important for the to cooperate and exchange ideas.

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I will use collaborative work because I think students learn most when they try to explain something to their peers

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I am supported in my way for experience in education and, important --to have the courage for inquiry education my preference, it is my personal fight as teacher for young people, a balancing act between syllabus , central testing and learning for real life

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I am supported in my way for experience in education and, important --to have the courage for inquiry education my preference, it is my personal fight as teacher for young people, a balancing act between syllabus , central testing and learning for real life

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I think that students should choose subject that is interesting for them. They will be motivated. Brainstorm is a good method to plan investigaton. Everybody in group has a chance to speak.

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Pupils' interests and connection to their real life are the first aspects to consider when planning an IBSE project; then it's good idea to start with a small challenge, puzzling and intriguing to catch their attention. Experiments need to be easy to do, but formally correct on scientific basis.
A brainstorming is excellent to formulate hypothesis, and working in small groups to practice and analyse the situation offers the opportunity to take a role and share ideas even to the weaker students.
From a teacher's point of view, planning an IBSE activity means planning and taking times, organizing spaces, preparing materials and giving feedback and scaffolding during the whole activity.

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I think it is important to choose an interesting subject for the pupils. A good way is to start with a challenge or a mystery. This will attract the pupil’s attention. I think the HWWHWWWW method will be a good tool to ensure that the chosen subject is appropriate. It is also very important, that the pupils have the space for formulating their hypothesis, working in group and also for making mistakes. Before using IBL I would talk to the headmaster and other teachers, because this method is very time-consuming. I don’t want the pupils to get stressed while working, because there isn’t enough time. The planning and distribution table is also a good way for organizing their work and I will show it to them. Another key point is to ask productive questions which stimulates the thinking about a problem and don’t lead to an impasse. The valorization of the work is also an important point for the students. A presentation of the results in front of other people encourage the confidence of the pupils. A possibility is a presentation at an open day or to organize a science day, where the parents and friends of the pupils can be invited.

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In this period we are involved in a project with the City of Science of Naples and we are dealing with food matrices, in particular extra virgin olive oil. Starting from the reading of the labels on the bottles of some of the most important oils sold in Italian supermarkets, we want to verify the correctness of what is stated with respect to the parameters indicated and make a comparison with the extra virgin olive oils of the European community and 100% Italian ones. In this regard, we recently visited an oil mill located in our area that produces organic extra virgin olive oil and Italian extra virgin olive oil mixed with oils from the European community (Spain and Greece).

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Unfortunately, I didn't understand anything in these videos, but in order to motivate my students, I would perform brainstorming.

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I will probably try to reach their attention first. Then I will present the project to them and ask about the ways they would like to search about it. Groups work better so I will separate them into small groups. I will ask them to work together and try to answer as many as possible and I will also urge them to ask me when they find dead end.

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Honestly, I do not understand French a bit.
I believe that it is important to touch the problems of everyday life and use public substances. The "usefulness" of science should be demonstrated. It is important that students try to plan experiences that lead to a solution to the problem. It is important to draw conclusions from the observations. That they could also use trials that did not work out. The ability to work in a group, the sense of teamwork responsibility is very important.