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Nilüfer Parsak Adana Turkey
All of them are useful videosand materials I will  use them when needed

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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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Organise thee classroom.

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I believe there main aspects to follow: surf on the net, find out materials, take notes, ask questions, make hypothesis, find out results, fix progress

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I would love to give the students the chance to work in groups and to give them time and preparations. They have to try out what they can do and are able to do. Also to write down things they notice and also have the opportunity to ask the teacher for help. It would be perfect if they could do it, like it would be seeable that they have fun.

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Students work in groups, teacher define clear ideas and distribuit them. The video is very important.

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Students begin with a research question, and develop their hypothesis,
a planing stage would then ensue where the students would have the opportunity, if necessary to adapt/change their question/hypothesis. The students would then complete their experiment, draw results and try to formulate a conclusion, which would then be presented to the class. the students would also review their hypothesis and evaluate their experiment.

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For me for working in groups: it's important to empower each student. In order to do teacher should clearly define the task, the priorities and to distribute them. Students will be asked to prioritize the tasks by creating a table. Write down the tasks according to which must be completed. There will be "importance" and "urgence". By multiplying the two indicators you et an idea of priority. Then students can create planning. I was also important:  To remember that the purpose of teamwork is not really to answer a simple question, which could be done individually. This teaching methodology may take a lot of time in the beginning, but as with everything else you will became more efficient with experiments.

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Ill finded useful advises from first clips, because they are very clear. The teacher shoul organize his materials and see what are the technical possibilities but also to think about the group particularities in order to make a good experiment

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The videos are really helpful. I think that as educators we have to move on from the linear perspective we are very much used to. We have to let children come up with their own ideas and thinking strategies and hypothesis and then we move on from there. It is ok that the children don't get the right answers instantly, in fact through this course I learned that the more sometimes you deviate through questioning and searching the answer the more the students are grasped to the lesson and the more efficient at the end it it.

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Allow student to be the owners of the experiment, ask open questions, giving time to share ideas, value error...

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open questions
interesting subjects
new tehnology of aproaching the lesson
Thismake students to be involved

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Find an engaging topic to research and set simple and clear rules and protocol

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The main task, in my opinion, is to allow them to find something really engaging.

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I found useful the fact that We have to let students to choose the topic, experiment. Give them a basic protocol to follow.

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Thank you Laura for some really fab and informative videos. You have helped me realise that I am working along the correct lines when trying to implement IBSE in my classroom. You have cleared up little areas of difficulty for me - that its ok when student's don't reach an end or conclusion, that it is possible to change a title along the way, its not a linear process and so on. I would try to implement as many of Laura's ideas as possible - autonomy over question and experimental design, encouragement and advice when needed, sharing and presenting findings and I love the brainstorming description and advice.

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turkey
define problem on an interesting topic and set clear rules and organize

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1. opening questions
2. hypothesis/ prediction
3. check hypothesis through experiments
4.make conclusions
5. presentation

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Give students an open question;
Let students discuss in pairs on what they already know about the subjest;
Students designing experiment procedures in small groups (incl. hypothesis, predictions, variables);
Let students test their procedures (preliminary tests);
Share preliminary results and procedure ideas on the class forum;
desingning and conducting experiments on their improved procedures in groups;
prepare posters and public presentations on students findings.

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I think the contextualitzation of the problem is the best way to start. You show them the need, why we have to investigate the topic or improve its efficiency and tyen, the class will flow smoothly. Of course, there are a lot of other factors to take in account, like the material needed or the organitzation and preparation of the lab.

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To define an initial problem.
Formulating a research problem
Setting the hypothesis.
Group work.
To present the resuls.
results discussion

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eing assigned a topic.
3. Having students share and then refine initial questions to make sure the question is well defined.
4. Having students design the experiment.
5. Allowing students to learn from failure.
6. Supporting students through the process by asking questions and resisting the temptation to give answers.
7. Requiring students to keep good records and to write up procedures, record data and evaluate results.
8. Providing an opportunity for students to present and share their explorations with others.
Luminita,Ro
Luminita,Ro
Project based learning
Ro

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1. To formulate good opening questions to an interesting topic.
2. Formulating a research problem.
3. Setting the hypothesis.
4. Group work.
5. Experimenting.
5. Presentation of results.
6. Results discussion.
7. Evaluation.

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define problem on an interesting topic and set clear rules and organize

allow students to formulate own hypotheses and build own opinion

let them test their hypothesis and experiment

present results together and discuss the outcomes

reflect on hypotheses and figure out why they worked or did not

summarize and revise

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1. To define an initial problem
2. To set up  hypotheses
3. To organize the classroom
4. To make experiments and to test the factors
5.To present the results
6. To discuss the results
7. To evaluate and to promote the work

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1.       To choose engaging and interesting topic that arouses the curiosity of students and motivates them to learn through inquiry.

2.       Teach your students to formulate good "driving question".

3.       Build appropriate learning environment.

4.       Enable collaborative learning in groups and encourage students to share their ideas in the groups. Use different techniques like brainstorming.

5.       Encourage students to meaningful and deep thinking process.

6.       In the end of the inquiry experience  lead process of argumentation

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1.Organize the classroom!

2.Formulate opening questions to make students curious!

3- Instruct the students how to create an experiment.
4. To use daily products.
5. To set clear goals.6. Results Discussion
7. Evaluatio
n

3- Instruct the students how to create an experiment.
4. To use daily products.
5. To set clear goals.6. Results Discussion
7. Evaluation

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I've found a lot of interesting strategies and avdices in the videos: time, space, groups, presemtation,...
I think I'd spend time thinking about the initial question to engage students.

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I will begin with a brainstorming to choose which subject we will research. Then, we will make groups and they set out how they will work.
At the end, I as teacher, I would decide which subjects are the most plausible.

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1- To start with a question that students are curious about.
2- To create the basis for the formation of hypothesis appropriate to this question.
3- Instruct the students how to create an experiment.
4. Trial
5. Presentation of results
6. Discussion of Results
7. Evaluation

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1. Planning is everything: It's important to give a clear structure and develop the right questions

2. Use a room with enough space and material

3. Asking yourself: What are my goals with this particular experiment?

4. Asking the right questions to get productive answers! And using the students’ initial answers to show what they learned!

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Think about the project aim and how much time you can dedicate to perform it.

Remember about students’ age and be aware about their knowledge of scientific method.

As students about their interest and try to meet their interests with the project aim.

Prepare an interesting story and question students should answer during the experiment.

Think if you would like your students work independently or in pair or groups.

Think how would you like to assess students thinking and the fulfillment of the project aims.

Organize space for experiment – place, materials, equipment, chemicals etc.

Remember about work safety regulations.

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1. Defining problem

2. Making hypothesis

3. Set up the classroom

4. Giving directions

5.Group work

6. Experimenting – teacher is a guide

7. Project presentation

8. Evaluation of other groups work

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Project contextualization

Open questions

Hypothesis

Classroom organization (work in groups)
Perform the investigation

Result presentation in different formats

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1.Organize the classroom!

2.Formulate opening questions to make students curious!

3.Work in groups!

4.Give students enough freedom to test and experience!

5.Use daily products!

6.Set clear goals in advance!

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I like Olivera's plan
1. Formulation of a research problem
2. Set up a hypothesis
3. Give instructions to students how to create an experiment
4. Experimenting
5. Presentation of Results
6. Results Discussion
7. Evaluation

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I would let them work in group in a project chosen by themselves. I would let them do the work just proposing ideas and helping them only when they would ask for it. I would evaluate them with a final presentation of a congress of the different subjects they had investigated...

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1.Presentation and formulating the problem
2. Discussion with the students for the hypotesis
3. Working strategy
4. experiment
5. presentation the results
6. evaluation the working results

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I would use most of the strategies and advices presented before, for exemple:
- Let the students choose the project (brainstorming).
- Work in groups.
- Testing factors one after another.
- Present the results of the project to the educational community...

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All the experiences in the video are well presented and explained.
This kind of work is very demanding for students and teachers. The teacher is active in the first phase of the time when tasks are distributed and given instructions, then discreetly directs work and helps groups if necessary. Gifted students, by their constant work, the desire for success and effort, motivate other members of the group to participate in the work. Most often, those who are not interested in a subject within the group are also withdrawing. Collective motivation thus affects individuals and forces students to have a working discipline.
1.Forming a good group. When forming groups, one should take into account the abilities and the half pupils.
2. Good formulated task and instructions. Each student can work and understand the assigned task and his role and responsibilities.
3. By giving students feedback on their achievements, both individually and for the whole group.
4. Organizing discussion and reporting on the activities of individual members of the group, in particular, contributed to their performance

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I like these tips and strategies:

- work in groups that are not strictly divided
- Require for pupils to keep a record of work
- own project of pupils (own selected topic) is better than assign them
- provide an opportunity to present all results
- motivation: to raise a problem from life

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1. Starting with a mystery and leading the students to solve it.
2. Planning the procedure thoroughly.
3. Conducting the investigation.
4. Reflection of students.
5. Strengths, weakness, limitations and suggestions

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Firstly I would let the brainstorm to generate ideas and using questions which would give productive answers would formulate a hypothesis.
Students would work in groups and discuss how to create and design an experiment to test the hypothesis.
From here they would carry out the experiment/investigation and record their observations/results. Then analyse the results and give their conclusion.
As a teacher I would guide the above but let the students do the work themselvesand take ownership of their investigation/experiment

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1. Formulation of a research problem
2. Set up a hypothesis
3. Give instructions to students how to create an experiment
4. Experimenting
5. Presentation of Results
6. Results Discussion
7. Evaluation

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Motivation is promoted starting a new topic  dealing with news or experiences very close to the life of our  students.  Let them to work in little groups, with interchangeble rules, with the same responsability. Ask them some questions to understand what they know, wrong or right. Let them asking their questions about the topic. Let them making a plan of work, the protocoll of an experiment, under yor expert  guide. Create the best as possible place to carry on experiments.  Let them learn from their mistakes! Let them debate  to explain results of experiments. Let them show and explain their work to younger students (peer education) at school during open days or in a scientific museal event. Students learn mostly only when they are "active".

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Depending on the subject the groups will chose different ways.

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STRATEGIES
1. To contextualize the project.
2. To formulate good opening questions.
3. To work in groups.
4. To use daily products.
5. To set clear goals.
6. To let them freedom to investigate and to test.
7. To let students freedom to chose the way to present their results (video, digital presentation, website...) to spark their creativity.

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1. Having the students participate in brainstorming to come up with ideas for research as well as possible hypotheses and explanations.
2. Having students own the project by choosing something of interest to them rather than being assigned a topic.
3. Having students share and then refine initial questions to make sure the question is well defined.
4. Having students design the experiment.
5. Allowing students to learn from failure.
6. Supporting students through the process by asking questions and resisting the temptation to give answers.
7. Requiring students to keep good records and to write up procedures, record data and evaluate results.
8. Providing an opportunity for students to present and share their explorations with others.

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Project based learning
Experiment
Presentation
Brainstorming

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1)Presentation and formulating the problem, in particular with the case study
2)discussion with the students for the hypotesis
3)Description the materials
4)Working strategy
5) The student working the case study
6) The teacher listen and watch
7) Presentation the results
8)Discussion the results
9) Evaluation the working results

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0. Organizing the classroom, ...
1.Formulating/presenting a problem
2. Formulating hypothesis
3. presenting material
4. proposing working strategies (taking notes, photos,....
5. conducting student's work
6. presenting the results
7. discussing the results
8.evaluating the working process and the results

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1. Formulating a research problem
2. Setting the hypothesis
3. Proposing how to conduct the experiment
4. Conducting the experience
5. Presentation of the results
6. Applications
7. Discussion

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To formulate a question open to an interesting topic.
Classroom discussion and formulation of a hypothesis.
Developing an action plan.
Conducting an experiment.
Summary discussion and conclusions.

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1. Formulating a research problem
2. Setting the hypothesis
3. Proposing how to conduct the experiment
4. Conducting the experience
5. Presentation of the results
6. Applications
7. Discussion

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In developing the project, I will give the following advice:
-the formulas hypothesis
- be operative
- to share all the opinions and to implement the best
to co-operate and to cooperate permanently
-Specify the methods used
-show the end / end product in front of all colleagues, teachers

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Giving my students an opportunity to carry out an investigation by formulating the problem to grab their attention.

Engaging and encouraging them to carry out an investigation(problem).

Allowing them to take the ownership of the problem.

Organizing group discussions.

Once they take the ownership of a problem, they gain different skills as they carry out the investigation.

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I selected the folowing advices because I feel those are the ones I could most easily forget during the process, and they are as follows:

- The way to formulate the initial question

- To be aware that initially it can be very time consuming but that reduces with time

- To pose questions that are productive

- Recognize and highlight students work, not focusing on the results but on the process

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What can I do when motivation started to drop?
To tell them that they own their project and nobody can knows what they are going to find.

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Catch pupils with something very interesting, shocking...
Formulate a problem and let them think and talk about it in groups.
let them form possible ways to solve the problem and encourage them to just try and maybe make errors.
talk about ideas with everyone but not saying which one is good or bad.
let them try out their methods and maybe ask the right questions in this process.
let them write down important steps and what they have learned.
pupils should be able to present their findings to all others so that everyone can profit from another.

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Hook
Everyday topic
Pose the problem in different forms so the students can refer back to it
Provide a variety of materials
Arrange them into groups
Allow discussion and research
Circulate in the classroom listening guiding and provoking ideas
Ask for feedback midway
Scaffold the information given
Allow 2 to 3 groups to present findings they have written down
Ask for other ideas or contributions
Conclude

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1. Formulate the problem
2. Group work - allow students to organize time, space ways of working - brainstorming, experimentation,
3. Encourage independence
4. Welcome ideas  in a neutral way
5.Value error
6.Result sharing

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Our students already have to do projects like this for their course, it is compulsory.

I start off my giving them the criteria and the boundaries. They can decide what groups to work in and given an opportunity to brainstorm some ideas based on a list of 8 topics. Some students are well able to come up with their own questions, other need a bit more guidance. Students are told they have a timeframe but within that timeframe they manage themselves, if they need to come in during lunches, etc, then they will have to do so.
I'm always monitoring students making sure they stay on task, and if they reach an impasse then I try to ask questions that help them look at their question from another angle.

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according to the videos:
1. Brainstorming   from the students to find their topics of interest
2. defining a question (investigation - vulgarisation- , experimentation,  conception - solving a need-)
3. organizing the  class ( material + time management)  in this sense I found particularly useful the task priorisation done by the students themselves)
4. Coaching the students providing a comfortable environment where there is no pressure to obtain the "right" answer, but where reflecting on the practice is the most relevant.
here, sharing information before performing the practice may help outline the experience better in some cases (also it may be a source of influence amongst groups, too)
5. performing the experience and reflecting on the practice
6. sharing  information with others
7. Assessing the students performance by checking:   data processing, self- assessment, peer-assessment - group work-, time  management, communication skills, self-reflection skills.

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Project based learning
Experiment
Presentation
Brainstorming

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Tips and advice fron the videos are very useful.

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I took notes on them all, we learn new ideas and skills every day.

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1.      Brainstorming,

2.      Making Decisions And Selecting A Topic

3.      Group Work On Hypothesis And Project

4.      Teacher As Coach

5.      Experiment

6.      Presentation Of The Project Results

7.     Evaluation Of The Project

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The first point is engagement. That is to appeal their interest with easy to face with-easy to access experiences of everyday life. This is quite easy to attain.
The second point, the hardest to me, is logistics i.e., environment, group and time good management. This may be the main point when you have to do with 25-30 students in the meanwhile, and you're alone.
I think I can manage this point better by fixing time, providing schemes on points and procedures, and writing on the blackboard the steps of the projects while in progress.

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Students should be interested in the subject. They can choose from a list of themes or they can propose a theme.
Formulating a hypothesis.
Making a research plan.
Teamwork is very important.
Collecting data and compiling tables, schemes, or graphs for comparisons.
Outlining the final result.
Presentation of the results. Evaluating the results.

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Students should be interested in the subject. They can choose from a list of themes or they can propose a theme.
Formulating a hypothesis.
Making a research plan.
Teamwork is very important.
Collecting data and compiling tables, schemes, or graphs for comparisons.
Outlining the final result.
Presentation of the results. Evaluating the results.

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Brainstorm - students offer themes for project.
Choosing a project type by theme.
If the topic is integrated, I am cooperating with another subject teacher.
Working in groups: formulating hypotheses, planning work. Presentation of hypotheses and short work plans.
Teacher's open questions to students promoting group collaboration, thinking process (experimental phase).
Correct investigation with control example and repeating the experiment several times.
Data processing, conclusion, presentation of results. Feedback and reflection.

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advice from the video very useful. The students are very interesting and they can work to the groups

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Through group discussions, students may be able to develop the skills of questioning and inquiry-based learning as well as self-confidence development.

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Firstly, I would propose to the students that they manifest topics of interest, in the form of brainstorming.
If there are many topics of interest, I would suggest that they select a few, taking into account that:
- Can be raised as a specific question
- Allow a simple experimental design
- Can be done with the equipment that is in the study center
They could use the information search engines they consider.
As a teacher, I should clarify their doubts and explain them which proposals are the most plausible, or wich ones are impossible to carry out.

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I take into account remarkable input, group work, experimental work methods.
group work is very useful in helping teachers to closely monitor and monitor pupils, and to help students who are not fully trained to participate in discussion environments.
Small group studies, which students can plan on their own, allow them to see science studies as activities carried out by human beings.

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Mian. Barcelona
The ones from the videos!

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I would choose the questions students are interested in and let them make a research. They could work in groups. I would use experiments.

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Design interesting curriculum-based activities in which students engage (be active) learn, be critical, and develop the competencies needed for the 21st century.
Normally, this kind of activities is time consuming and requires a great deal of plasticity from the teacher both in fostering understanding and in guiding and surveying the critical aspects that foster the development of the activity.
In the first stage, it is necessary / important, on the one hand, to analyze with the group / group the objectives of the group work, the collective role and the individual role. On the other hand, to foster students' autonomy and self-confidence.
It is also necessary for the teacher to idealize the challenge, probema question and to elaborate a script where the phases of the process, the final product to be elaborated and the way in which the process and the product will be evaluated are well defined, because the students have to know the that is asked of them.

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I would use most of the strategies and tips the video gave to us, and that my mooc-mates have described really well in all their posts!

# data[].attributes.headline
 Selena, Romania    First of all, I'd choose topics that students are interested in because that gives them motivation to work harder. Students can also do research on past projects so they kinda have a protocol. Then we'll clarify every subject. A teacher needs to be like a coach. Now it's time for brainstorm to make it's effect. After every student finishes, projects must be evaluated and every mistake has to  be corrected.

# data[].attributes.subject
 Selena, Romania    First of all, I'd choose topics that students are interested in because that gives them motivation to work harder. Students can also do research on past projects so they kinda have a protocol. Then we'll clarify every subject. A teacher needs to be like a coach. Now it's time for brainstorm to make it's effect. After every student finishes, projects must be evaluated and every mistake has to  be corrected.

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In the end, they can also share projects with other grade students.

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Tips and advice fron the videos are very useful.

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From videos, good points and strategies.
The value of time for students and for the teacher is different, therefore time management is very important.
Public presentation of the results is a good goal to consolidate their knowledge.

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I would use most of the strategies and tips the video gave to us, and that my mooc-mates have described really well in all their posts!

# data[].attributes.headline
 Selena, Romania    First of all, I'd choose topics that students are interested in because that gives them motivation to work harder. Students can also do research on past projects so they kinda have a protocol. Then we'll clarify every subject. A teacher needs to be like a coach. Now it's time for brainstorm to make it's effect. After every student finishes, projects must be evaluated and every mistake has to  be corrected.

# data[].attributes.subject
 Selena, Romania    First of all, I'd choose topics that students are interested in because that gives them motivation to work harder. Students can also do research on past projects so they kinda have a protocol. Then we'll clarify every subject. A teacher needs to be like a coach. Now it's time for brainstorm to make it's effect. After every student finishes, projects must be evaluated and every mistake has to  be corrected.

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In the end, they can also share projects with other grade students.

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I will use brainstorming for choosing a subject and later on for ideas.Working in groups because that kind of work  help students to learn from each other and communication between them is easier than in whole class.
Anybody has got the right to be mistaken.
Clarifying the initial question,subject.
Experimentation, observation, analysis-conclusion and presentation.

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Propose the initial question
Contextualize the subject

Students will have to:
Organize in group
Plan research, keeping the issue in focus
Control variables
Register data
Make inferences
Establish conclusions - register and communicate
Review and reformulate

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- Choose topics that arouses student's curiosity.
- Define the initial subject in the form of a question or a mystery.
- Clarify and formulate the questions with the students.
- Make students to work in teams, by trial and error, sharing ideas.
- Stablish an environment of trust and mutual respect.
- Brainstorming
- Testing factors one after another.
- Stablish a control when carrying out experiments
- Be careful to make a clear distinction between "observations" and "analysis"
- Recognize and highlight students work.

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When I use IBSE project I’ll be careful about making groups and based on my experience when motivation part is successful about a lesson or a project, it goes well until the end. So I’ll use motivation strategies to engage students to project or lesson process.

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Students should be familiar with their personal interests.
It may be more appropriate to match interests to possible projects.
It may be desirable to create an interest project.

# data[].attributes.body
- finding an interesting topic - an open question
- classroom chat - hypothesis
- how to work - strategy
- experiment
- conclusion

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- brainstorming
- collecting ideas of students
- making decisions and selecting a topic
- group work on hypothesis and project
- teacher = coach
- experiment
- presentation of the project results
- evaluation

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In our college annually different classes are invited for science board exhibition.I guided my students to make artificial lungs to evaluate the effect of cigerette smoking on the lungs.It was really useful to demonstrate that smoking is harmful

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Choose well the topic, which should be of interest to the students, and put it in the form of a question.
Organize the class to create a good learning environment
Make a good time management, which requires a good definition of the objectives of the proposed work
To know the students' previous ideas about the subject being studied
Clarify essential aspects when experimenting: need to test one factor at a time; need to define how to evaluate the results, what to measure, what to observe, how to register, the possibility of having to repeat.
Return the initial question (hypothesis) whenever necessary; stimulate the comparison of the results obtained with the initial question and draw conclusions, make a reformulation
Promote debate among students
Provide a way of presenting projects

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- The teacher should be an observer, instructor, and guide, but the students are the ones who should investigate and forumlate the hypotheses.
- Let the students work in groups, so as to share their ideas.
- Let the students reflect on their learning.
- Evaluation and self-reflection are crucial.