# data[].attributes.body
1. Involve students and give examples. 2. Students cant choose  materials on their own. 3. Students can test their knowledge and reflect 4. Encourage, trak and help the student. 5. Be the active part and do the testing. 6. Reflection and ssumary.

# data[].attributes.body
1. I could show them two photos of different food examples, with and without starch
2. It works better for motivation
3. It is useful to seek and find their alternative ideas engaging them more in the problem solving activity
4. Supervising and ready to help when there is need
5. They worked like young scientists, with the steps of scientific method
6. Good, with a relatively big percentage of participation
7. The hypothesis of my students were almost the same
8. It highly implements them into the learning process.

# data[].attributes.body
1. I could show them two photos of different food examples, with and without starch
2. It works as a better motivation
3. It is useful to seek and find their alternative ideas. Also engages them more in the problem solving activity
4. Supervising and ready to help when there is need
5. They worked like young scientists, with the steps of scientific method
6. Good, with a relatively big percentage of participation
7. The hypothesis of my students were almost the same
8. It highly implements them into the learning process.

# data[].attributes.body
Pratima Singh, India
1 By creating problem for them
2 To evaluate previous knowledge and give them flexibility of choice
3 To see how much they gained
4 he was visiting and helped each student
5 they helped and shared with each other
6 Discussion make knowledge permanent
7 Yes expected
8 Best is learnt from mistake
9 Reinforcement of learning

# data[].attributes.body
1. Involve students and give examples
2. students can choose materials on their own
3. students can test their knowledge and reflect
4. encourage, track and help the students
5. be the active part and do the testing
6. reflection and summary
7. I think they would be similar, make sense for the students
8. check understanding
9. review, compare and evaluate

# data[].attributes.body
1)lets students work.
2)The clue is, that the students use materials, which they have at home.
3)they do homework
4)The teacher observes students' activit
5)Testing and performing the experiment

# data[].attributes.headline
1. Ask howthey feel and tell them an interesting fact.

# data[].attributes.subject
1. Ask howthey feel and tell them an interesting fact.

# data[].attributes.body
2. Lets students work with protokol.
3. Hypothesis?
4. encourage the students to work.
5. test hypothesis.
6. discuss.
7. about results.
8. general conclusion.
9. the work of all lesson.
Kristina, Lithuania.

# data[].attributes.body
Using a warm up
the materials they have with them
wide their knowledge
the teacher guides
the main characters are the students
reflection
make hypothesis and reflections
check the results and fix their new knowledges

# data[].attributes.body
1) Trying to ask them how they feel and tell them an interesting fact.
2) They are allowed to use the material they are not using the way.
3) They can test themselves. I think that widen up a little bit their knowledge.
4) The teacher is in the classroom to support and help.
5)The students took the active part.
6) Reflection and summing up what happened.
7) The hypothesis reflects the experiment and is absolutely good.
8) They have to check and realize what they have learned.
9) to fix and compare information.

# data[].attributes.body
1. Interesting facts, use of stimulus materials from everyday life
2. Students have the opportunity to decide on the most suitable apparatus later.
3. To review their existing knowledge and to get them to develop their own hypothesis
4. Observation, passive
5. Active, completing experiment, communicating and working with others
6. Reflection, comparing of results, clarification of expected results. Good introduction to chemical reactions and their evidence.
7. Fair hypothesis, based on observations, most students would likely develop similar hypothesis after experimentation.
8. Ensure students understanding of the content of the videos and so they will be more focused and think more critically about the information in the video
9. Review and compare what was learned and consolidate the information.

# data[].attributes.body
1. Try to tell facts or examples about the experiment.

2. The clue is, that the students use materials, which they have at home.

3. the students can think about the solution or can test their knowledge.

4. passive role, observe and help.

5. active part.

6. Teacher asks questions about the last lesson and the experiment.
So the students describe how their solution is.

7. The students hypothesis reflects the experience.

8. Students learn to find new ways for a solution and learn to understand the new knowledge.

9. Fix information.

# data[].attributes.body
LOOKİNG FORWARD MOTIVATING STUDENT

# data[].attributes.body
1. Telling and interesting facts or phenomenon about the specific subject
2 Because they haven t a specific equipment, they used materials from everyday life
3 to let students be  conscious about their steps of exepriment
4. Look for the students
5. Experiment various food and substances for a specific purpose
6 Very useful in order to clarify the knowledges
7. From their point of view, every hypothesisi is correct. But the teachea and the collegues can make constructive observations
8. Learn how to formulate a conclusion, to s.peak in public,lern from other experience
9 In order to fix information and share their experience

# data[].attributes.body
1. To make students interested more and more looking forward
2. For them to choose equipment what they thought might be useful
3.  To originate hypothesis and ideas
4.  The teacher looks and uses observation skills
5.  Testing and performing the experiment
6.  Reflection and summing up what has been seen
7.  Sharing of different hypothesis from which students can learn and listne to others
8. Check learning and understanding of students
9. To finalise what has been learnt, feedback and evaluation

# data[].attributes.body
1- asking questions to discover everyday uses for the elements of the experiment
2- to let students be creative and practical at the same time
3- to let students bring to a conscious level their knowledge
4- observer and eventually a reference
5- students were scientists
6- reflections after tests bring new knowledge
7- I think they would be similar
8- they need to acknowledge their discoveries
9- to fix concepts and share the reached results

# data[].attributes.body
1- Motivating students
2- They knew the equipments how to use them.
3- They will be encouraged to find the answer.
4- The teacher was an observer.
5- They worked as scientist.
6-  Sharing the conclusions.
7- I think that my students would reply similarly.
8-  So that students realize what they have learned.
9- To fix the observed phenomena.

# data[].attributes.body
1. I can motivate them by asking some qoestions they would be interested about the topic and have a short speaking activity.
2. To make the pupils find the necessary equipment to solve a real life situation.
3. Because these questions will evoke wonder for the topic. They will be encouraged to find the answer.
4. Like a mentor. Made them act and find the solutions.
5. Hands on lesson it was so the pupils were like in a laboratuary. They worked as scientists.
6. Question and answer sesssion was the evaluation orally.
7. They tried to come up with ideas that would have some reality in them. Their experiences helped them.
8. It is important because they need to think critically and scientifically observer of the evidence.
9. to report and archive the results and find a conclusion.

# data[].attributes.body
1. Surprise the pupils with something interesting by asking them interesting and provoking questions from everyday life.
2. Students should decide on their own, which the equipment  they need  for this experiment .
3. Students should first focus on their background knowledge and they should write what they already know about starch, and formulate a hypothesis afterwards.
4. The teacher was an observer
5. The students worked actively and  they carried out the experiment themselves. Students learn through mistakes.
6. All students got involved in the work, tested their hypotheses which allowed them to acquire new skills.
7. I think that my students would reply similarly.
8. To check if they have understood the aim of the video. Students learn to solve problems on their own or in groups, use their knowledge to solve new problems.
9.The aim is to summarise and compare the solutions.

# data[].attributes.body
1) with interesting questions, jokes connected with the topic, little interesting anecdotes
2)so that students get the chance to aquaint themselves with the eqipment, to explore and find out themselves how to  perform the experiment
3)this way they can recall their previous knowledge and build their hypothesis
4)to observe the students and help them whenever help was needed
5)to be the explorer and perform the experiment, participate
6) the teacher posed questions about the last session and the experiment, students answered
7)hypothesis reflect the experiences of students, my students would probably have the same theories
8)in order to allow them to build their own opinions, reflect and realize the process of learning.
9)to summarize and conclude and reflect on the learning process together

# data[].attributes.body
1.I motivate the students by interesting questings to make them curious.
2. Students have to identify the equipment by themselves. I think they knew the equipments how to use them.
3. Students should remember their knowledge about the starch. They have to identify the food products containing the starch and define their hypothesis.
4. The teacher observes students' activity and should be a helper.
5. Students selected the food products and the equipment, made experiments, discussed with the colleagues and made the protocols with the results.
6. The teacher was asking different questions about the last lesson and the experiment. Students described their observation and their conclusions.
7. Students' hypotheses reflect their own experiences. I think that the hypotheses of my students would be similar.
8.It is good for finding out of the understanding the phenomena (video/ text) and strengthening their new knowledges.
9. The aim was to summarize the conclusions and to fix the observed phenomena.

# data[].attributes.body
1. Involve the students in the introduction: make them stand up and observe the equipment you brought.
2.    Students are thus required to identify the equipment used; By marking the name of the equipment students will learn

3.  Recall theoretical concepts. Identification of work materials
4. Watch and observe
5. Questioning and listening to ideas and strategies, make sure everyone is participating
6. Teacher was asking different questions about the previous lesson and experiment, especially about the method used by students and their observation. It led them to generalize observations and make conclusions about iodine and starch. There were also conclusions about the soft skills gathered by students.

7. I think that hypotheses made by my students would be similar.
8. So that students realize what they have learned.
9. To summarize the conclusions and check the learning process.

# data[].attributes.body
1.     Motivating students - making them curious; what they learn will be useful for students

2.    Students are thus required to identify the equipment used; By marking the name of the equipment students will learn

3.  Recall theoretical concepts. Identification of work materials

4.   The teacher observes students' activity

5.     Students select the materials and equipment they will work with; performed experiments, observe, discuss with each other; notes the results.

6.     This assessment forms the students analytical skills, the conclusion of the phenomena studied.

7.     Student hypotheses reflect students' field experience.

8.     To develop analytical and synthesis skills

9.     To fix the observed phenomena.

# data[].attributes.body
1. preparing a curious atmoshpere

2. the equipment list.

3.  hypothesis section.

4.  Passive.

5. Active.

6. sharing the conclusions.

7. The similarities.

8. Checking understanding.

9. Checking learning that was planned in advance.

# data[].attributes.body
1. Involve the students in the introduction: make them stand up and observe the equipment you brought.

2. Because students might not recognize every piece of equipment.

3. Sometimes you do not know what you will use beforehand.
4. To observe

5. To put the different fluids on different foods and document the reaction

6. The students present their findings to the rest to the class. Reviving this makes them more sensible to writing down their results properly and what to look out for in the future.

7. Letting the students form the hypothesis themselves trains them to do so more often. They are pretty accurate and I guess my students would have formed similar hypotheses.

8. That’s important so that students learn what their results actually mean and how they can use their new-found knowledge.

9. The final revision sums up the activities of the two lessons and makes sure that the students revise the knowledge they have gained.

# data[].attributes.body
Teacher leave the student to explain to the other group their conclusion at the end of the expeirens and all the student are motivate to know what happen in the several experiens for re-evalue our items and conclusions

# data[].attributes.body
1. Show them with different products and ask „what we will be doing today. Show that we may have experiments with substances from everydaylife.

2. It encourages students creativity. Student may don’t know the equipment but still may work out how to use it.

3. It enables to track students preconceptions and their previous knowledge.

4. Teacher let students work on their own and didn’t interrupt them.

5. Students were experimenting on their own, testing new solution and taking notes of observations. Some of them were making conclusions.

6. Teacher was asking different questions about the previous lesson and experiment, especially about the method used by students and their observation. It led them to generalize observations and make conclusions about iodine and starch. There were also conclusions about the soft skills gathered by students.

7. I think that hypotheses made by my students would be similar.

8. It is important as it make teacher possible to check students way of thinking and their level of understanding.

9. To help students to know how much they learned during this lesson.

# data[].attributes.body
1. Show food samples - ask questions
2. May not know the names of the pieces of equipment (but are able to draw it)
3. To have some discussion around ideas, formulate ideas and hypotheses.
4. Watch and observe
5. Questioning and listening to ideas and strategies, make sure everyone is participating
6. I liked the activity evaluation - a summary and reminder of learning intention is important.
7. I loved the varying hypotheses and I loved how students were not afraid to share their hypotheses even after they knew they were incorrect - it shows that hypotheses can differ and do not need to be correct in order for a good investigation to take place - error and revision of the hypothesis at a later date is just as important in learning construction.
8. Confidence building, check learning
9. Recap - build on learning, ensure that all student's hear the learning outcomes again so as to cement them, clear up any misconceptions. End the activity.

# data[].attributes.body
1. Introduce the pre-prepared food items. (Students are curious)
2. So that students are not restricted by equipment list.
3. Students plan and take ownership. Discuss hypothesis.
4.  Passive.
5. Active - planning, investigating, recording, formulating, discussing, observing,
6. Conclusions shared. Students compare conclusions, re-evaluate their own based on other groups or are reassured. Life skills in co-operating also noted.
7. They would be similar.
8. Check understanding. Student ownership in learning.
9. Check learning

# data[].attributes.body
1. I try to motivate my students at the beginning of the class with interesting questios
2. Because you don't need specific equipment
3. When the students answer this questions, they are thinking how much they know about starch
4. Teacher is a guide.
5. They are working like scientists.
6. Evaluation is sharing their own conclusions with their classmates.
7. I think my students would develope similar hypotheses.
8. To check if they have understood the video.
9. The teacher needs to check the learning process.

# data[].attributes.body
1.    How can you motivate your students at the beginning of the class?

To motivate the students you can make open questions and take the students attention by introducing something new in the class (like random foods).

2.    What can be the reason for equipment not being written in the lab record?

They have to remember the equipment names in the given document.

3.    Why should students start with tasks 2 – 3 – 4?

They should start with tasks 2, 3 and 4 because there are previous tasks to approach the following activities by making predictions and hypothesis.

4.    What was the teacher's role while students worked?

The teacher’s role is just to observe the students. Passive role.

5.    What was the students' role during their work?

Students’ role is to do experiments to test their hypothesis. Active role.

6.    What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?

They share orally their conclusions and so they can compare the results they obtained, and what was the most difficult part for them to do. The students developed communicative and social skills.

7.    What do you think about students‘ hypotheses? Would the hypotheses of your students be different?

The students developed similar hypotheses; I think my students would have responded similar that those ones.

8.    Why do you think it’s important that students were asked to make their own general conclusion from video/text?

To involve their thinking process and to make learning relevant for each student

9.    What was the aim of the final revision?

The aim of the final revision was to summarize what he had learned and check the learning process.

# data[].attributes.body
1.Make them curious!

2.The equipment for this experiment is simple. So students should decide on their own, which material they need.

3.Students should first focus on their background knowledge and formulate a hypothesis afterwards.

4.teacher: passive role, observer, supervisor

5.students: active role

6.Students developed communicative and social skills by working in groups.

7.The students came up with different hypotheses. My students would come up with more or less the same hypotheses.

8.They learn to solve problems on their own or in groups. Furthermore, they are encouraged to ask questions and find answers on their own.

9.The aim is to summarise and compare the solutions.

# data[].attributes.body
Such a great examples of learning. Teachers are so creative, students are active and learn.

# data[].attributes.body
1. Causing curiosity.
2. The necessary material is simple and in this way it allows students to think about the necessary equipment.
3. He wants to know what previous knowledge about the subject have the students and to write a hypothesis.
4. The teacher is an observar.
5. Students do experiments to test their hypothesis.
6. Students share orally their results and thus they can be evaluated by the teacher and by the other students. They have developed diferents skills like social, commmunicative, etc.
7. I think the hypotheses of my students would be similar.
8. So that students realize what they have learned.
9. To summarize the conclusions and check the learning process.

# data[].attributes.body
1)You can motivate your students by asking them interesting and provoking questions
2) Teacher wanted that students think   their own and move conclusions
3) To make them aware of the content of the investigation
4)The teacher guided them through the process.
5)Making the experiment and reasoning.
6)Evaluation involves reflection of students and their observations.
7) I think they woul be much similar with theirs
8) To check if they have understood the aim of the video
9) To check the learning process.

# data[].attributes.body
First of all I like very much this activity.  About the different questions I would try to stimulate students by bringing real life examples, for example concerning to starch and health (the final video is very good), or maybe trying to make it as a challenge. I think the objective of the first part is to make them think about what they are going to do, and if they had already the material they wouldn't be able to do their own protocol. The role of the teacher is to set everything right and keep quiet about what they have to do! Students have to think and do the investigation, and see if their initial hypothesis were right, etc.  The final revision really  makes it more good for the student. If you had begun with that part they wouldn't have paid attention but after being involved with the investigation they are more interested. About my students... They are not used to work this way. But with enough time they would do make better hypothesis!

# data[].attributes.body
Maria Grazia, Italy

1. making questions and stimulating curiosity

2. To allow students to investigate and to decide the equipment

3. Step 2 allows students to think to their previous knowledge; step 3 asks students to make hypothesis; step 4: students think the best way to verify their hypothesis

4. Teachers monitor the students work

5. Students verify their hypothesis by doing experiments and taking notes

6. I don’t know, I don’t teach chemistry

7. I think my students could make similar hypothesis, the hypothesis are driven by the task

8. In order to force they to pay attention to the video and watch at the video in a critical way

9. To sum up the conclusion and to share the acquired knowledge and also to involve actively students also in the last stage of the lesson

# data[].attributes.body
1- To tell an interesting event about the materials brought to the entrance of the course and to connect with a question that will arouse curiosity.
2- Because he did not want to restrict the students. He set them free. He wanted to find out which foods he wanted to be / was curious about.
3- Students should start with 2-3-4 tasks to see what their information is and to compare at the end.
4- The teacher was an observer here. He was in the position to intervene when he needed to.
5- The students studied with the group that they could understand and wondered.
6- I think the student discovered by experimenting, questioning and seeing.
7 - Hypothesis realistic estimates were made. My students used to do the same.
8- Getting a conclusion about what you see is the best way to learn new things.
9- He summarized what he had learned by doing revision and saw what everyone had learned from his point of view.

# data[].attributes.body
It is important in the classroom to create an stimulating atmosphere for learning and experimentation.

# data[].attributes.body
1. Students can be motivated with some interesting story, question from real life situation.

2. Teacher wanted that students think on their own, and made own conclusions.

3. Students should start with 2-3-4 tasks to see what is their knowledge and to compare it at the end.

4. Teacher is observer and if ther is a need he can guide students with some tips.

5. Students research by themselves.

6. Students learn some new things on their own.

7. Students hypothesis were similar.

8. Iti s important to students to have their own conclusion because it is the best way of learning new things.

9. The aim of revison was summarizing conclusions.

# data[].attributes.body
1.      Surprise the pupils with something interesting. Attracting them with a theme they know from everyday life. Make them curious. Ask interesting questions.

2.      So that the pupils thinking more – we can offer them more equipment and let them choose what they need for the experiment.

3.      The pupils working in the groups and they should write what they already know about starch, predict which food products contain starch and write a hypothesis which procedure they can use to prove the presence of starch in food products.

4.      Teacher's role: guide, helps to reach the goal, provides feedback, motivates his pupils ...

5.      Student's role: small scientists, test different methods to reach the goal, record important information, learn through mistakes

6.      During the class, the pupils were very active, tested their hypotheses and worked with enthusiasm. At the end, together with the teacher, they evaluated what was the aim of they work, how challenging the task was, what was the principle and tried to evaluate their hypotheses, or to modify them.

7.      My students are 15-19 years old. Thus, they already have this knowledge and the their hypotheses would be completely different. I think the pupils hypotheses in the video correspond to their experience and age. However, it´s definitely important that they can define the hypotheses. It doesn´t matter if they are correct.

8.      Pupils check whether they reveal the most important idea from the video. Review and verify their knowledge.

9.      The aim of the final revision was to evaluate past class, to evaluate what intrigued them, what they learned new, give together their knowledge. Verifying that the students understood the whole.

# data[].attributes.body
1. How can you motivate your students at the beginning of the class?

The students can be motivated by ineresting questions.
2. What can be the reason for equipment not being written in the lab record?
The equipment isn't complicated.
3. Why should students start with tasks 2 – 3 – 4? *

To make them aware of the content of the investigation.
4. What was the teacher's role while students worked?

The teacher guided them through the process.
5. What was the students' role during their work?

Making the experiment and reasoning.
6. What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?

Evaluation reflects observations of students.
7. What do you think about students‘ hypotheses? Would the hypotheses of your students be different?
I think they will be much similar.
8. Why do you think it’s important that students were asked to make their own general conclusion from video/text?
To make them part from beginning to the end of the observation.
9. What was the aim of the final revision?
Students revise, clarifies and check the learnimg process.

# data[].attributes.body
1.     How can you motivate your students at the beginning of the class?

You can motivate your students by asking them interesting thought-provoking questions, to attract the attention of the students by involving them in the process of active discovery.

2.     What can be the reason for equipment not being written in the lab record?

This experiment doesn't require complicated equipment and this is a great opportunity to provide students open space for designing their own experiment based on the provided well known tools.

3.     Why should students start with tasks 2 – 3 – 4? *

Students should start with tasks 2-3-4 because we want to activate their previous knowledge, to apply it to given situation and in general, teach them higher –order thinking skills connected to this specific experiment.

4.     What was the teacher's role while students worked?

To provide for students working environment for active inquiry-based learning while they are working in the groups and be available for questions.

5.     What was the students' role during their work?

To design and lead their own experiment.

6.     What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?

The evaluation consisted of both chemical aspect and general study-skills and involved development of meta-cognitive knowledge.

7.     What do you think about students‘ hypotheses? Would the hypotheses of your students be different?

The hypotheses of part of the students were good connected with object of the experiment and good formulated. The other was not.

8.     Why do you think it’s important that students were asked to make their own general conclusion from video/text?

To involve their thinking process and to make learning relevant for each student

9.     What was the aim of the final revision?

To revise, consolidate and clarify the knowledge and to connect it to the real life

# data[].attributes.body
1.  How can you motivate your students at the beginning of the class?

By letting them write what they have eaten in breakfast and predict their contents in terms of organic compounds.

2.  What can be the reason for equipment not being written in the lab record?

Letting them discuss the aim of the investigation and give them opportunity to predict the ways on how to analyze presence of organic compounds.

3.  Why should students start with tasks 2 – 3 – 4? *

To make them aware of the content of the investigation.

4.  What was the teacher's role while students worked?

A guide

5.  What was the students' role during their work?

Conducting experiment and reasoning.

6.  What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?

Evaluation involves reflection of students and their observations.

7.  What do you think about students‘ hypotheses? Would the hypotheses of your students be different?

I think they would be much similar with theirs.

8.  Why do you think it’s important that students were asked to make their own general conclusion from video/text?

To make them get involved in the process starting from the beginning to the end.

9.  What was the aim of the final revision?

Students come up with their conclusions and relate their findings with real life.

# data[].attributes.body
1.  How can you motivate your students at the beginning of the class?

Real life exemples are always a good motivational tool

2.  What can be the reason for equipment not being written in the lab record?

Lets students work out their protocol

3.  Why should students start with tasks 2 – 3 – 4?

This way students do a knowledge check and come with a possible protocol

4.  What was the teacher's role while students worked?

Teacher as observer

5.  What was the students' role during their work?

Active role, testing their hypoteses and protocol

6.  What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?

As all students were involved it potentiated aquisition os skills and development of new ones

7.  What do you think about students‘ hypotheses? Would the hypotheses of your students be different?

These students came to very similar hypoteses, and my students would come to similar ones

8.  Why do you think it’s important that students were asked to make their own general conclusion from video/text?

Students learn to solve problems on their own and are encouraged to find solutions for problems on their own way

9.  What was the aim of the final revision?

Sharing of ideas as to summarize

# data[].attributes.body
1. Using good question to activate students.
2. Lack of a specific room.
3. Because previously students don't know the needed equipment.
4. To guide students.
5. To test and to discover.
6. Sharing the findings is a good idea to check if they are right.
7. They are quite correct. I guess my students' hypotheses would be very similar.
8. To check if they have understood the aim of the video.
9. To check the learning process.

# data[].attributes.body
1- I will stary with a puzzle or a crossword
2 - the students can find their way
3 - training by developing collaborative approaches
4 - encourage the students to work efficiently
5 - test your hypothesis
6 - discuss with they and follow the results
7- about different hypotheses results can lead to a discussion
8 - asked your general conclusion
9 - the work to the summary of all lesson

# data[].attributes.body
Answers Attached

# data[].attributes.body
1) the ENGAGE is vero important for attraction  the student and stimulation the ideas
2)Because it is the students themselves who will have to choose what ti use depending on the strategy ghetto will propose
3) important the knowledge of students, and important the strategy
4)The teacher o server and Help show student working
5) Student are the center of the activity
6) it’s more important for the metacognition and evaluation
7)The students are very similar to mines
8) It is the right way  to learn the  scientific metodo of investigation
9) Share ideas and knowledge

# data[].attributes.body
1. to have a real life example
they have to think about the equipment and have to decide on their own
3. it is to check what they know
4.the teacher observed the students and the situation
5. they did their practical tasks and
6. they developed their hypothesis and learnt new skills
7. I am not a science teacher so I don't know
8. they learn to solve problems on their own and are encouraged to find solutions for problems on their own way
9.he is summarizing

# data[].attributes.body
1. relate to everyday life.
This allows you to make your own choices.
3. because only after experience will they know what they needed.
4. the teacher was an observer.
5. the pupils experimented on their own and looked for solutions.
6. they were all involved in the tasks entrusted to them, which allowed them to acquire new skills.
7. the hypotheses were comparable, I think my pupils will have one too.
8. pupils should use source materials to solve problem situations.
9. the teacher summed up the whole lesson.

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Kenneth - USA, Georgia

Kenneth - USA, Georgia

1. I like the way the teacher motivates the students with somewhat of a mystery.  He does not tell them at the beginning what the food is all for so they have some curiosity about what the lesson will be about.  I find this to be a good strategy--bring a picture or object and have the students speculate about it before knowing what the lesson will be about.  I the 5E lesson format this would be the ENGAGE.
2. I think the reason for the equipment not being listed is so that the students play a role in designing the experiment.  Real scientists aren't told what experiment to do or what equipment to use.  Students need to learn to make decisions for themselves.
3.  Starting with tasks 2, 3, 4 is important because they get the students to think and make a hypothesis before they start doing anything.
4. The teacher's role, after setting up the context and making the materials available was to support the students and ask questions.
5. The students role was to design an experiment, carry in out, keep a record, and try and come up with some conclusions.
6. The students shared hypoteses and refined those as they shared those with others.
7. The students had good hypotheses.  I think my student hypotheses would be similar.
8. It is important for students to read and listen to information and then to try and to process that information along with their current knowledge to develop their own understanding. I like how in several of these activities students have explored and then are given additional information and they must then re-evaluate their thinking in light of the new information.
9. Students had to communicate knowledge and understanding to others.  It was very open ended in that students had to simply share one thing that they learned.  They had to listen to other students so that they could come up with something new that someone else hadn't already shared.  There was acceptance of others statements as long as they were correct even if they weren't necessarily of deep content knowledge.

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1) Referring to real cases of everyday life
2) students must be aware of which equipment will be useful in their experience
3) because only at the end will the students know what they really needed
4) the teacher held the role of observer
5) the students actively worked to find the solution by covering the role of "researchers"
6) having to find solutions, they applied their knowledge to the context and then implemented new skills
7) The students developed similar hypotheses, I think my students would have responded equally
8) To implement their general knowledge also with individual or group study and then apply the theory to real cases
9) the teacher summarized the results obtained by clarifying any doubts

# data[].attributes.body
1. Refer to the example of everyday life
2. Students themselves must determine what equipment they will need
3. Because, only after completing the experience will know what they need
4. The teacher was an observer
5. The students carried out the experiment themselves - they worked actively
6. All students got involved in the work, which allowed them to acquire new skills
7. The students' hypotheses were similar. I think that my students would reply similarly.
8. Thanks to this, students are able to use their knowledge to solve new problems
9. The teacher summarized the entire lesson

# data[].attributes.body
1. relate to everyday life.
This allows you to make your own choices.
3. because only after experience will they know what they needed.
4. the teacher was an observer.
5. the pupils experimented on their own and looked for solutions.
6. they were all involved in the tasks entrusted to them, which allowed them to acquire new skills.
7. the hypotheses were comparable, I think my pupils will have one too.
8. pupils should use source materials to solve problem situations.
9. the teacher summed up the whole lesson.

# data[].attributes.body
1. I like the way the teacher motivates the students with somewhat of a mystery.  He does not tell them at the beginning what the food is all for so they have some curiosity about what the lesson will be about.  I find this to be a good strategy--bring a picture or object and have the students speculate about it before knowing what the lesson will be about.  I the 5E lesson format this would be the ENGAGE.
2. I think the reason for the equipment not being listed is so that the students play a role in designing the experiment.  Real scientists aren't told what experiment to do or what equipment to use.  Students need to learn to make decisions for themselves.
3.  Starting with tasks 2, 3, 4 is important because they get the students to think and make a hypothesis before they start doing anything.
4. The teacher's role, after setting up the context and making the materials available was to support the students and ask questions.
5. The students role was to design an experiment, carry in out, keep a record, and try and come up with some conclusions.
6. The students shared hypoteses and refined those as they shared those with others.
7. The students had good hypotheses.  I think my student hypotheses would be similar.
8. It is important for students to read and listen to information and then to try and to process that information along with their current knowledge to develop their own understanding. I like how in several of these activities students have explored and then are given additional information and they must then re-evaluate their thinking in light of the new information.
9. Students had to communicate knowledge and understanding to others.  It was very open ended in that students had to simply share one thing that they learned.  They had to listen to other students so that they could come up with something new that someone else hadn't already shared.  There was acceptance of others statements as long as they were correct even if they weren't necessarily of deep content knowledge.

# data[].attributes.body
1. You have to look for a way to engage them. Could be a joke, a silly situation or, like the video, making them be part of the experiment.
2. They have a lot of materials to use but they have to decide what they want to use. Again, the students are the main characters.
3. It is a way to start thinking on the activity they are gonna perform.
4. The teacher is the guide of the activity.
5. They are the main characters and have to carry with all the work. Plan, make decisions, trial and error, make conclusions and clean everything
6.
7. The hiphotesis were a bit random, and my own students would have similar results.
8. They have to find the link of the general theory given by the video and the experience they have done
9. It is always a good way to make them organize their own ideas writing them down

# data[].attributes.body
1. how can you motivate your studnets before the class?
I can motivate them with an interesting question or an interesting video about the topic.
2. the students can choose what they need.
3. The students did the measurements themselves, and they drew conclusions

# data[].attributes.body
1) I could motivate my students stimulating their curiosity about food on the table.
2) The equipment is not written because student can decide and choose what they need for the activity.
3) Tasks 2-3-4 helps students to focus on their background knowledge, in order to formulate an hypothesis and investigate it.
4) Theacher's role is to stimulate students, to give help if needed.
5) Students have an active role: they have to decide what to do, to plan the work, to collect data and observations.
6) Students are encouraged to share and argue their results with the class; besides, they have to think over life skills they have improved.
7) Students proposed different hypothesis, I hope my students would have done the same.
8) Video can give more scientific informations and the students are encouraged to learn and communicate.
9) Final revision gives the opportunity to students to reflect on different topics handled during the activity.

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1.     I would bring different types of food to grab students’ attention.

2.     To give an opportunity to the students to practice the names of lab equipments and make the material list.

3.     Tasks 2-3-4 allows the students to take the ownership of the problem.

4.     After encouraging the students’ to find out the investigation question, the teacher allowed the students to carry out the investigation and record their findings.

5.     The students were all active learners and owners of the investigation.

6.     The students shared their findings with their friends.

7.     My students would probably have similar hypotheses.

8.     Articulating their own general conclusion helps them to improve their communication skills, to compare the way how they worked and concluded.

9.     Final revision of the investigation gives a chance to the students to check their findings, similarities & differences with the other groups.

# data[].attributes.body
1.       How can you motivate your students at the beggining of the class?

This teacher made the studens curious about the variety of foods presented and what thhey could do with those foods. I also try making students curious to motivate them.

2.       What can be the reason for equipment not being writen in the lab record?

If they are proceding IBSL they should decide what equipment they should use.

3.       Why should students start with tasks 2-3-4?

Starting with those tasks they will be aware of what they know, mobilize that knowledge, and then decide the material they should use.

4.       What was the teacher's role while students worked?

Teacher are supervising and giving directions, when needed.

5.       What was the students' role during their work?

Students have an active role: experimenting, deciding the path they want to follow, taking notes.

6.       What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?

Students were very aware of the difficulties they faced.

7.       What do you think about students‘ hypotheses? Would the hypotheses of your students be different?

The students‘ hypotheses were quite diverse, and I think my students would be too.

8.       Why do you think it’s important that students were asked to make their own general conclusion from video/text?

To improve analysis of information in different supports.

9.       What was the aim of the final revision?

Teach can assess what students integrated and undertand what worked best.

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1.       Encourage their curiosity and creativity by giving them everyday objects/substances which they are familiar with.

2.       It wasn’t written so they can create and develop their own investigation and choose their own equipment as needed.

3.       They need to use their prior knowledge to help them create a hypothesis and then investigate it

4.       The teachers role was to ask questions to stimulate the students and help guide them and allow them to take ownership of their investigation and value their contributions

5.       Students role was to use their creativity and prior knowledge and develop a procedure to investigate which food stuffs contained starch and record the results while working in pairs or 3s.

6.       Students developed their communication, visual and social skills whilst working in groups and carrying out the investigation – all needed for chemical investigations and research.

7.       A variety of different hypotheses were developed – some more scientifically accurate than others and easier to test. My students would probably come up with similar

8.       It gives them more scientific information connected to their investigation and allows them to process the knowledge along with the results of their investigation. It also helped their cognitive development and communication skills.

9.       It help develop evaluation and communication skills. It also increases the confidence of students when they realise their evaluations are the in line with others and it may also broaden their understanding of what they and others did during the investigation.

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Geraldine, Ireland    Use a hook e,g everyday items to motivates students 

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Geraldine, Ireland    Use a hook e,g everyday items to motivates students 

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2.Students choose their own equipment suitable to the experiment they have chosen to do
3.to check and use the students prior knowledge
4.the teacher stimulated, guided and allowed students to carry out the experiment
5.Active learning the students were in charge of their own learning
6.Social skills are developed and different points of view expressed and listened to enhancing the learning experience for the students.
7. A similar hypothesis would be formed but a slightly different research question in each group
8 to encourage students to ask questions and find answers for themselves
8. to share and reflect

# data[].attributes.body
1. Bring materials they know from their everyday life.
2. Students can choose what they want to use and need to think about "which equipment is best for my cause" - open to trial and error.
3. because they need to experiment and later they can tell what they used.
4. teacher has to help out if needed and observe what students are doing, to plan future steps accordingly.
5. students experimented in very different ways.
6. I cant tell because I dont understand Czech and there are no subtitles
7. I cant tell because I dont understand Czech and there a no subtitles
8. It is important to formulate their own thoughts because they need to think something through in order to formulate it.
9. To gather all information and share them with everyone so that all students are on the same level and each can profit from another.

# data[].attributes.body
1.Excite their curiosity by bringing different materials and by asking  right questions.
2. It is up to students what equipments they are going to use. It is a first step to encourage students´ independence .
3. The questions can help them to get deeper into the issue.
4. The teacher facilitated the students and alowed them to take ownership of the problem.
5. Students had to work in groups, make experiments to prove the formulated hypotheses, discuss the findings and make notes.
6. Evaluation is based on  self evaluation of each group, the results of their experiments are visible and could be discussed immediately.
7. The hypotheses of my students would be probably the same.
8. It can give  additional information and importance to why they are learning to what they are learning.
9. The final summary is important to understand the gist of the lesson.

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1. by introducing materials

2. to give students the right to choose

3. to reveal students' prior knowledge

4. observer

5. experiencer

6. Each group shares their findings with other groups. Thus the results are evaluated by all students. In addition, students develop their social skills such as making presentations, expressing oneself.

7. Students are producing appropriate hypotheses.

8. It is important to express with their sentences.

9. It is important to avoid misconceptions.

# data[].attributes.body
1. I would either elicit from students what do they know about the food, or to maybe group the foods based on what they might have in common, etc.
2. If they were given a list of equipment that might narrow their responses more, whereas not giving them a list does not limit where they go with their thinking.
3. Students start with the other tasks probably because it provides them with some background information for the task, which helps them come up with hypotheses as well as a potential method.
4. Teacher's role is to check in with the students and their line of thinking and if necessary guide them a bit more.
5. The students' work is to come up with a strategy and then carry it out to either support or reject their hypothesis.
6. Study skills: Students identified the need to be tidy and organised as well as the importance of teamwork/collaboration.
Chemistry: They were able to describe how chemicals react with each other, the idea of foam being produced, or something precipitating, colour changes, etc.
7. My students would definitely produce something similar, they would suggest there would have to be some outwardly visible sign from the reaction with at least one of the reagents.
8. To practice them being able to take the main ideas from the video themselves and communicate it in their own words.
9. For students to share their learning/ understanding. For the teacher to check their understanding. To be able to give examples of foods containing starch, as well as for them to be conscious of what they are buying and what is in the food and drinks is healthy.

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Jelena , Montenegro
1. At the beginning I would ask the students to list everything they know about scavenging in foodstuffs
2. Also, they would list some questions or expectations that they would like to know about the scrap.
3. I would place my records in a visible place in the classroom.
4. The teacher's intention would be to prepare the material, introduce the pupils with the purpose of traveling and give them the opportunity to make an experiment.
5. The role of the student during the work is: collaborative, they have taken the ingredients, mixed, investigated, observed, arranged, made, recorded the procedure and conclusion
6. Some of the students themselves worked on the experiment and experiment learned new knowledge and made conclusions.
7. The aim of the final audit was to provide students with new knowledge about food scavenging.
8. Independently through work in the group, their knowledge has a high value and is permanently attracted to remembered and adopted
9. What a learner does in a group can do it alone, and this knowledge is further upgraded.

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The lack of subtitles in this series of videos makes it difficult to follow, particularly when commenting on the hypothesis performed by the students. Nevertheless, here is what I gathered:
1. stimulate curiosity by bringing in daily life materials
2. encourage independence by asking a question and making the students come up with a definition of specific reagent and  a methodology to test it
3.the  students make a hypothesis (?)
4.  the teacher becomes a dynamizer of the activity providing material and guiding the times and tasks
5.Students become researchers: the hypothesis is tested.
6.  results are shared orally, positive feedback seems to be given by the teacher/ sources of error are commented (?)
7. the hypothesis should be testable
8.  This process encourages listening and attention span as well as note taking skills.  Finally, it not only stimulates drawing conclusions but also creative thinking
9. the aim of the final revision is not only sharing ideas and revising but ensuring concepts have been acquired

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1. Presenting the theme of study as a surprise.
2. The students discover for themselves the equipment they have available.
3. Two basic elements of an experiment are:
- Prior knowledge, background.
- To have a clear working hypothesis.
4. Encourage them to work on their own, in a coordinated manner, but respecting the safety standards.
5. Test their hypothesis.
6. It is important to discuss the method and results, justifying whether the hypothesis is met or rejected.
7. I would like there to be different hypotheses and results, and that this would lead to a discussion.
8. Get knowledge for themselves.
9. Obtain consensus conclusions, sharing the experiences of the entire team.

# data[].attributes.body
This activity  has been hard  for me  for I do not understand the language in the videos and because  I do not teach Chemistry.
However ,it has been a challange and I will try to answer to the questions using my experience.
1) Brainstorming  and meanful questions in order to activate curiosity and prior knowledge.
2)Ss decide the material  they need to be used and label it during  the investigation.
3)Activities 2,3 and 4 are the central part of the research.Ss work together in groups  and discuss,collaborate,share ideas and procedures,plan,predict.
4)Encourages and clarifies doubts.
5)Ss carry out an investigation.
6) Feedback.
7)I don't know.
8)Ss strengthen their knowlwdge.
9)Ss share ideas and knowledge

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It is important in the classroom to create an stimulating atmosphere for learning and experimentation.

# data[].attributes.body
1) ENGAGING is a very important starting phase of a lesson, dealing with something closely related to the experience of the students' life. 2) investigation is the way to "construct" students' own Knowledge and skills, also searching materials and procedures in the experiment, that is the scientific method.     3) to know prior Knowledge of students, eventually misconceptions and to  allow their own  elaboration of an explaining hypotehesis.  4) teacher observes and  helps  his students  working efficiently, encouraging them.   5) the students are  always active and at the centre of all activities, also through self assessment, testing their hypothesis.   6) it is a good way for metacognition and for self evaluation, but it should be integrated with many others ways of assessment, formal and informal, specific for the different skills.      7) the students are very similar to mines. 8)   It is the right way to learn the scientific method of investigation.    9)  communicate,  debate, make comparison and  focus on the main ideas and make conclusion in condivision (that is learning a "democratic way of life").

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1) Stimulating their curiosity: the students don't know what to expect, they have in front of them a series of foods, which seems strange in a chemistry lab, and they don't know what they will have to do.
2) Because it is the students themselves who will have to choose what to use depending on the strategy they will propose.
3) In order to activate their prior knowledge on the subject.
4) The teacher turns between the groups and observes the work of the students.
5) Students are at the center of the activity: they establish the strategy to follow, implement it, handle the equipment and materials, collect data and draw conclusions.
6) It is based on a self-assessment of one's work which is done verbally and shared in the class; there is a reflection on what the difficulties were and what skills were developed.
7) The students' hypotheses were all plausible and verifiable; I believe my students would have formulated similar hypotheses.
8) I believe it is important because it allows students to immediately use the knowledge they have learned, applying it to a different context that concerns reality.
9) It is a way to recall the concepts learned in order to fix the learning involving the students.

# data[].attributes.body
1) Stimulating their curiosity: the students don't know what to expect, they have in front of them a series of foods, which seems strange in a chemistry lab, and they don't know what they will have to do.
2) Because it is the students themselves who will have to choose what to use depending on the strategy they will propose.
3) In order to activate their prior knowledge on the subject.
4) The teacher turns between the groups and observes the work of the students.
5) Students are at the center of the activity: they establish the strategy to follow, implement it, handle the equipment and materials, collect data and draw conclusions.
6) It is based on a self-assessment of one's work which is done verbally and shared in the class; there is a reflection on what the difficulties were and what skills were developed.
7) The students' hypotheses were all plausible and verifiable; I believe my students would have formulated similar hypotheses.
8) I believe it is important because it allows students to immediately use the knowledge they have learned, applying it to a different context that concerns reality.
9) It is a way to recall the concepts learned in order to fix the learning involving the students.

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1-I will stary with a puzzle or a crossword
2-the students can find their way
3- training by developing collaborative approaches
4- encourage the students to work efficiently
5- test your hypothesis
6- discuss with they and follow the results
7- about different hypotheses results can lead to a discussion
8-asked your general conclusion
9- the work to the summary of all lesson

# data[].attributes.body
1) Introducing the  question about starch contents as an inquiry  matter (e.g., food fraud)
2) Likely because the teacher provides the equipment
3) Likely, the teacher wants to test the precognitions of his students
4) The teacher first speaks and, likely, explains the concepts; then he does not say anything, nor he redirects his students during the tests
5) The students conduct their tests alone following the teacher's advice
6) The activity is guided by the teacher through his explanation and the students tend to act following his guide
7) I can't say anything about this because I can't  understand the language. Anyway they seem to have tested the behaviour of the different chemicals when reacting with starch
8) Because they need to be aware of what they have been doing. The teacher, then, guides and mediates the discussion by reporting and supporting what some students say
9) The aim was, likely, to consolidate the learning contents of the students.

# data[].attributes.body
1- telling an interesting story about a picture or subject
2- equipment only for that subject and class
3- to be able to do brain training by developing collaborative approaches
4- In the role of teacher advisor
5- The students perform learning activities by doing by doing
6- prepare a plan with a group of friends, make a note, ask for a peer assessment
7- I'm far away because I'm not a chemistry teacher. however, hypotheses must be very different, should be varied and inspiring.
8- to learn the achievements of the subject, to associate with current life and to complete missing learning
9- To see the degree to which the students share their ideas and to see that the subject is fully understood.

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1. The surprise effect would be the best...like in those videos, just telling they have a variety of different foods... and not knowing yet what to do with them.
2. They don’t know the method, they’ll have to find their way.
3. This are the preliminars, what they already know and where they can get a hypothesis from.
4. Some guidance
5. They were the real scientists there.
6. It is a good way to summarise all aspects of investigation
7. Possibly they could have some the same but theirs is more genuine since they had to really investigate cause they didnt know how iodine worked.
8. So they had a record of that bit of evidence.
9. To conclude with a final list of points and make sure they undrestood.

# data[].attributes.body
1. I will start with a picture or a video.
2. The students can discover the equipment.
3. The students will focus on the basic question.
4. The teacher will encourage the students to work efficiently and is there to solve the practical matters.
5. Test their hypothesis.
6. Discuss the method they follow and the results.
7. Different hypotheses and results can lead to a discussion.
8. It is important to be asked to make their own general conclusion because that makes knowledge stronger.
9. It works as a summary of the whole process.

# data[].attributes.body
1. A short video or photo taken with electronical microscope.
2.Choosing the right equipment for the practical research is very important. Thus, this method develops students' research skills.
3. These tasks included the theoretical part of the students' knowledge.
4. The teacher managed the time, the forms of work.
5. The students test their hypotheses.
6. Developing hard and soft STEM skills in life science and beyond.
7. I think the initial hypotheses may be different, and the adjusted hypotheses are very similar.
8.Scientific information is provided, so it is important to learn to understand and interpret it correctly.
9. To argue your opinion on the usefulness and uselessness of starch.

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1. Presenting the theme of study as a surprise.

2. The students discover for themselves the equipment they have available.

3. Two basic elements of an experiment are:
- Prior knowledge, background.
- To have a clear working hypothesis.

4. Encourage them to work on their own, in a coordinated manner, but respecting the safety standards.

5. Test their hypothesis.

6. It is important to discuss the method and results, justifying whether the hypothesis is met or rejected.

7. I would like there to be different hypotheses and results, and that this would lead to a discussion.

8. Get knowledge for themselves, running away from prejudices.

9. Obtain consensus conclusions, sharing the experiences of the entire team.

# data[].attributes.body
nswer to questions
question 1: evoking what they already know about food containing starch and / or posing a problem issue.
question 2: request that they select the (laboratory) material needed to carry out the experiments are skills required of the students in the practical classes of Chemistry or Physics.
question 3: in order to test their initial hypotheses, students will identify the starch-containing foods in the examples provided by the teacher
question 4: guide them, provide feedback to the questions posed by the students, put questions with neutrality, motivate them, encourage them, help them acquire / develop skills associated with the critical sense, ....
question 5: test their hypotheses, observe how experience evolves, record the information they consider relevant ...
Question 6: Throughout the video we observe that the students are active throughout the learning, they accepted the challenge that was put to them and they tested their initial hypotheses, they conceived and they realized experimental procedures to verify the validity of the initial hypotheses, they observed, they took conclusions, collaborated with each other, ...
question 7: through the initial hypotheses, with the design and realization of experiments to test the hypotheses, all this was possible with the teacher's precious and experienced help. I consider my students with little critical sense. On the one hand, they are not accustomed to having doubts and asking questions, on the other hand, I do not know if I can drive them to that effect either ...
Issue 8: Consolidating knowledge, going further in learning, can be with a video or with another learning activity.
question 9: the goal is to verify that the students understood all phases of the process. Make a summary about the most important.

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1st Presentation, objectives and what the students have to evaluate (Q1,2,3)
2nd Students prepare the material, work with it, evaluate the results, write their conclusions. The teacher observes the work of each group. (Q4.5)
3rd The teacher asks students of different groups about their conclusions and makes to contrast among them. He writes the title of the activity and make the students write the conclusions on the board. (Q6.7)
4th. The teacher expands the activity in another environment while complementing it in a video. (Q8)
5th. The teacher makes a feedback of what has been studied. He asks students to expand doubts by asking questions that other students have answer. (Q9)

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1) Input with a picture or a short video.

3) It is important to remember and remember the information.

4) The teacher is responsible for the organization of the classroom and the safety of the students.

6) Students will be more persistent in finding their own sentences.

7) It would be almost close.

8) Everyone learn the right thing and complete the missing information

9) In front of the group in the group to say their own result, develops a sense of trust.

# data[].attributes.body
This activity  has been hard  for me  for I do not understand the language in the videos and because  I do not teach Chemistry.
However ,it has been a challange and I will try to answer to the questions using my experience.
1) Brainstorming  and meanful questions in order to activate curiosity and prior knowledge.
2)Ss decide the material  they need to be used and label it during  the investigation.
3)Activities 2,3 and 4 are the central part of the research.Ss work together in groups  and discuss,collaborate,share ideas and procedures,plan,predict.
4)Encourages and clarifies doubts.
5)Ss carry out an investigation.
6) Feedback.
7)I don't know.
8)Ss strengthen their knowlwdge.
9)Ss share ideas and knowledge

# data[].attributes.body
1. With question or claim conected with class which causes emotional reaction.
2. Prepared equipment  was for that class.
3. For orientation and conceptualization.
4. Teacher guides.
5. They plan, investigate, take notes, cooperate with colleagues.
6.Evaluation is feedback and help to improve investigation.
7.I don't know because i don't teach Chemistry.
8. To make sure about understanding the subject.
9. Final revision is for establishing.

# data[].attributes.body
How can you motivate your students at the beginning of the class?

A: Find stimuli from the daily experience

What can be the reason for equipment not being written in the lab record?

A: They have to found their own protocol

Why should students start with tasks 2 – 3 – 4? *

A: Formulate an hypothesis

What was the teacher's role while students worked?

A: Encourage and support

What was the students' role during their work?

A: Observe and report data

What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?

A:  Pretty interesting based on a self – evaluation and an acceptation of mistakes and then on the results of the whole classmates

What do you think about students‘ hypotheses? Would the hypotheses of your students be different?

A: Their hypothesis were all interesting, they are used to explore reality ,  I’m not sure about what kind of  hypothesis my students can make

Why do you think it’s important that students were asked to make their own general conclusion from video/text?

A: It’s important to understand that they learned something really important in their daily life

What was the aim of the final revision?

A: Result

# data[].attributes.body
1. Obtaining attention can be achieved by an arithmogriff / which they will unravel (solve). In verbal A-B the title of the lesson / project will be found
2. Students consider that the class material is for that activity
3. Students already know about starch, about the predictions they contain, about hypotheses, and so they can reach a result
4. The professor disseminates and conducts
5.The people listen, synthesize, analyze and implement
6. This activity will often be observed with sustainability
7. I think my students would resolve similarly
8. Fully speaking, students will see practically
9. To fix the knowledge gained previously

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1. It´s necessary to increase Ss curiosity
2. Let Ss their time to work and think.
3. Have a nice and productive mood in the classroom

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It is important to have a climate favorable to learning and experimentation.

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1.     Getting their attention with something that stimulates their curiosity.

2.     So that students think what equipment they need to make their research.

3.     Because it is important for the teacher to know what the students' prior knowledge is in this subject, and for the students it is important that they are aware of what they know about the subject. In addition, it’s important that students make their own hypothesis and predictions about the research question, so at the end they can accept or reject their hypothesis.

4.     While the students are working, the teacher should be attentive to any problems and should walk between the groups and ask questions to guide the students' inquiry process.

5.     Students must work autonomously.

6.     The evaluation activity can be used to work on the nature of science and to reflect on how scientific knowledge is a consensus that is being built on the basis of evidence.

7.     It is probably that my students would formulate the same hypothesis.

8.     So that students can connect the activity developed in the school with their dayly lives.

9.     To make them aware of something they have learnt during these classes and they did not know before.

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1-      A general show of what the activity will be; What is expected that the students do through questions and feedback.

2-      For students to choose wich are the ones they are going to need.

3-      Starting with those questions will allow students to focus on the main question. Relate concepts, equate what they know and what they do not know and think how they can go deeper into the subject to answer the question.

Thinking about a hypothesis will judge the material they will need to organize the activity.

4-      Teacher guides and provides support

5-      Students actively engaged in solving the problem, choosing material to solve the problema, testing and observing.

6-      Students learned about the specific contents of science, but also trained interaction, cooperation, communication skills.

7-      Some are more elaborate than others, but all are focused. There was a gain on how to formulate hypotheses. I believe that with my students I would be very close, although I have older students.

8-      In order to observe the use of concepts in real context and to incorporate them into their own language.

9-      General perception of the teacher as to whether the goal was achieved.

Information sharing and general enrichment.

Communication skills training

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1.     Getting their attention with something that stimulates their curiosity.

2.     So that students think what equipment they need to make their research.

3.     Because it is important for the teacher to know what the students' prior knowledge is in this subject, and for the students it is important that they are aware of what they know about the subject. In addition, it’s important that students make their own hypothesis and predictions about the research question, so at the end they can accept or reject their hypothesis.

4.     While the students are working, the teacher should be attentive to any problems and should walk between the groups and ask questions to guide the students' inquiry process.

5.     Students must work autonomously.

6.     The evaluation activity can be used to work on the nature of science and to reflect on how scientific knowledge is a consensus that is being built on the basis of evidence.

7.     It is probably that my students would formulate the same hypothesis.

8.     So that students can connect the activity developed in the school with their dayly lives.

9.     To make them aware of something they have learnt during these classes and they did not know before.

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1. Trying to challenge them with a motivating question.
2. The reason could be to try to promote discussion amongst them, later on when they have a clearer idea about what are they going to do will be easier to write that list.
3. The reason could be mobilize prior knowledge, to make predictions according to what they already know and  then state their hypotheses.
4. The teacher's role is observe the student's work.
5. Student's role is to carry out the experiment and share opinions about what they were doing.
6. I can say that they learn how improve collaboration and planing a research but they seem learn fewer content than in a classic class.
7. The hypotheses were diverse. Most of the my student's hypotheses will be difficult to test.
8. Because the video /text contained important difficult concepts. Watching and reading first can improve use of concepts.
9. The aim was make students explain what they had just do in order to improve their understanding.

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I try to demonstrate the concept during lab session e.g,Catalase enzyme breakdown of Hydrogen peroxide into Oxygen and water in the given time.

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1.
I can tell them a scenerio related the concept. For example: Story of a chef in the kitchen who forgot to stick the names of the things on the jars. The chef, firstly want to find which of these are starch. and ask the class for help to chef.
2. The material will be selected by students acording to their hyphotheses.
3. Tasks 2, 3 and 4 are for to remind their prior knowledge and task1 will be selected then.
4. Teacher's role is to observe students and provide a suitable process for experiments.
5. Students act as a chemical analyst and try to find what the reagent of starch is.
6. They shared their process to other peers .
7. The hypotheses of my students will be smilar.
8. To make their own conclusion halp them to organise learning in their mind.
9. To make it clear if there is anything misunderstood.