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Hi, I'm Michela and I'm a science teacher in Bolzano Bozen, in the north of Italy. I work in a secondary school, where I have seven classrooms. I hope to create, during the course, interesting materials for my students. I'm sure to raise my science and technological knoledge working and sharing my ideas with you!

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I'm like a baby ... watching for course!
12/03...
19/03
26/03
02/04
09/04

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Importance of experiencing inquiry

Why do you think it is important to experience inquiry as an adult learner?

What’s “Why”?

I think it’s important to experience inquiry as an adult learner:

-          To raise motivation and interesting  in all players of knowledge (teacher and students together);

-          To put in real relationship students and teacher to discovery new solutions into a problem;

-          To make student an active investigator and “builder of new knowledge” and the teacher an adult learner;

-          To work together and to know a collaborative learning methodology;

-          To put out some mistake about a situation and to compare these ideas with the real situation;

-          To include every student who can make a “why”, linking this “why” with his life and underground;

-          To care to take time to experience and to take data answering himself inquiries;

-          To be creative and to have divergent opinion about an problem;

-          To know students and to plan according to what they need;

-          To connect what I need student to learn and what they want to learn

... My first steps on ...INQUIRY

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2. ACTIVITY                         FRUIT PREPARATION

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2. ACTIVITY                         FRUIT PREPARATION

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Fruit preparation

Think of some ways to compare the two fruit preparations (let us call the one on the left of your screen preparation A and the one on the right preparation B). Formulate several hypotheses that could possibly explain the observed differences between fruit preparations A and B, one week after opening. Post your hypotheses in this Padlet.

Observations:

Previous:

- Jar A and B seem exactly the same, but the stickers on the glasses aren’t the same;

- The noises of opening are the same and it ascertains that the Jar A and B  were vacuum packed,  but I don’t know if the processes were the same…(sterilization, Pasteurization, boiling, …)

- Jam in the jar A and B seem exactly the same: both  had the same color and texture,  but I don’t know if the ingredients are the same (%sugar, %fruits, %water, %food colorants and preservatives…)

After a week:

- Jam in the jar A: color change, volume change, viscosity change, perhaps for bacterial or yeast contamination;

- Jam in the jar B: no apparently changes can be observed, but I haven’t made a microscopically and chemistry observation;

Hypotheses:

1.       preservatives in Jar B, Jar A without any preservatives,

2.       Sugar and water percentages could be not same,

3.       The ingredients could be different (fruits acidity …),

4.       Jar A and B could had have different preparations: sterilization, Pasteurization, boiling …

5.       I don’t know where the glasses were during the week, I only know “left at low temperature”, but I don’t know if all the other parameter were the same… (light, Hygienic parameters, pressure, open or closed jar, …)
MY ITALIAN PANTRY!!

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1.2. From the situation to the hypothesis

INFORMATION

Revisited hypotheses

Post the hypothesis you think was the most plausible (from the ones you developed previously) in this Padlet. If none of them is still plausible, please formulate a new one.

Revisited hypotheses

My 2, 3  hypothesis were rights and I see numerous yeast cells in the spoiled fruit.

The Jam A come from AGRICOLTURE BYOLOGICAL:
100% FIG, 15,7g/100g carbohydrates.

The jam B:
64% FIG with  54 % SUGAR: 57,1g/100g carbohydrates.

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1.2. From the situation to the hypothesis

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TEXTING A HYPOTESIS
"The sugar content in a medium affects the level of activity of yeast cells, and thus the quantity of gas they produce in a given time"

Experiment results

Please document your results and post a picture of them in this Padlet.
1. Did you come across any difficulties while experimenting?
If yes, which ones?
2. Did you have any doubts or questions while experimenting?

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PROTOCOL:

AIM: “The sugar content in a medium affects the level of activity of yeast cells, and thus the quantity of gas they produce in a given time”

MATERIALS:

- YEAST

-  MINERAL WATER

- SUCRE CHANNE WITH SACCAROSE

- 4 IDENTICAL GLASS

- 4 BALLONS

PROCEDURE

In each glass add 2cl of water and 3g of yeast, gr of sucrose as indicated into protocol and then close the glass with a balloon.

-          1 glass contains 2cl water + 3g of yeast + 0 g sucrose;

-          2 glass contains 2cl water + 3g of yeast + 5 g sucrose;

-          3 glass contains 2cl water + 3g of yeast + 10g sucrose;

-          4 glass contains 2cl water + 3g of yeast + 15g sucrose;

OBSERVATION

After one hour, the first balloon didn't inflate. The other 3 balloons inflated in different ways.

CONCLUSIONS:

In absence of sugar, the yeast doesn't develop gas.

The gr of sugar content affects the level of activity of yeast cells. More sugar causes more gas production.

But I have not found how much gr of sugar inhibit gas production, and I have not found how much ml of gas were produced.

Questions:

How much of yeast and sugar do I have to use for appropriate results? What appends if I use warm water? How many glass do I have to use to find the exactly gr of sucrose for the gr of yeast? Can I use a syringe to test the ml of gas produced?

Difficulties:

Stop my daughter who wants try and try again and find all materials to try and try again.

We had fun with balloons.

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This video is part of the Inquiry Based Teaching in Life Sciences MOOC on the European Schoolnet Academy. This MOOC is produced under the Amgen Teach project, which is funded by the Amgen Foundation and coordinated by the European Schoolnet. Video contributions and content were provided by the training providers involved in the Amgen Teach project.

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Inquiry path steps

What is the investigation path you followed? How did you reach an answer and what was the process? Compare your answers to other solutions – was your inquiry path linear?

INQUIRY PATH STEPS
I followed a circular investigation path to reach an answer: I tried alone, I discovered my hypothesis with my daughter, we experimented these. I compared my experiments with student’s experiments. I tried again with more attention to the quantities of sugar and yeast. I tacked photos to document it. I compared my experiments with the video posted and I understood that I haven’t find the % of sucrose in water that inhibits gas production and I haven’t found the ml of gas produced. I want to try again and to find the answers to my questions.

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6. ACTIVITY :  SELF-REFLECTION TOOL               Self-reflection toolShare your conclusions after using the self-reflection tool! What did you discover?                                                  The self-reflection tool is very helpful for me to reflect on my practices, and for my students, too. It will be very useful to increase our metacognition and to create consciousness about our path of Science knowledge.

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6. ACTIVITY :  SELF-REFLECTION TOOL               Self-reflection toolShare your conclusions after using the self-reflection tool! What did you discover?                                                  The self-reflection tool is very helpful for me to reflect on my practices, and for my students, too. It will be very useful to increase our metacognition and to create consciousness about our path of Science knowledge.

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- Developing a problem-based culture
- Working in a scientific manner
- Learning from mistakes
- Securing basic knowledge
- Experience subject boundaries and interdisciplinary approaches
- Promoting the participation of girls and boys
- Promoting student cooperation
- Autonomous learning

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1.7 The observation - Clementine exercise

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1. ACTIVITY:                              

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1. ACTIVITY:                              

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"Important questions from self-reflection tool"

Consult the self-reflection tool presented above and select 1-2 questions which you think are particularly important to yourself and your classroom practice. Share them with your colleagues in this Padlet, expressing also WHY you think they are important!

Very importants questions for me:
"Did you make predictions based on your ideas?"

In this question we help students to find their ideas about a situation and put it out to investigate it. The predictions can also be false, but it is very important to learn from mistake. Mistakes should be regarded as opportunities for learning . Students may have many conceptions which are linked with their social background . Predictions will open the way to discussion and we can use these as building blocks toward progress to more scientific views.

"Did you propose explanations for your results?"

This question is useful to increase student's metacognition and to create consciousness about our path of Science knowledge. They can use scientifical lenguage to explain their ideas, their mistakes, their revious, their experiments....

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"Watch the video to identify the professional gestures that organise and promote investigation. Which of these strategies do you also use? "

The professional gestures that organize and promote investigation we can see in that video are:

-          Put the students into a real problem or open challenge: it’s an interesting way to increase the student’s motivation and to focus their attention that sometimes I use in my classrooms;

-          Give a clear framework with aim, time, ways of working, materials: this framework helps me and students to work together;

-          Collaboration and independence: there are important ways to analyze and to test a situation with different points of view and I alternate these pedagogical strategies whenever I can;

-          Encourage asks and questions: every question is an important question!

-          Help students to become aware of their state of thinking: I try to make this process more and more again, it’s my difficult aim because every student has a different path of knowledge and I can guide or refocus them, but they have to make their way!

-          Encourage the quantification: sometimes I make this, because most of the time I work in  qualitative strategies. I want to have more hours a week to work in lab with my students and encourage them to focus attention into quantification;

Organize the ideas to share it in different ways: in this path’s moment we can make the debriefing and restructuration of ideas, we can discovery mistakes, we can guide a discussion of these and we can engage the student in a new path of inquiry. Sometimes I make it  with all student in their real classroom with oral presentation, sometimes I ask  student  to share their presentation in GOOGLE-DRIVE, where I had create a virtual place to share the material with each of  my classrooms, so the students can see all the presentations every time they want.

"OPERATION SURVIE"

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"The professional gestures that organise and promote investigation"

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"The professional gestures that organise and promote investigation"

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1.      How can you motivate your students at the beginning of the class?
By giving examples related to reality or open ended questions in real life situations.

2.      What can be the reason for equipment not being written in the lab record?
The students must make hypothesis and try to experiment them. Only at the end they can write the equipment they had choose and they had utilize to perform their experiment.

3.      Why should students start with tasks 2 – 3 – 4?
These are clear question and orientation tasks that allow students to analyze the situation.

4.      What was the teacher’s role while students worked?
The teacher helps students to become aware of their state of thinking, he observes and facilitates the research, without giving answers, the teacher suggests them the way to go when they ask for help

5.      What was the students’ role during their work?
The  students collaborate, they try various solutions, they work independently. They document their investigation protocol, their experiment observing phenomena,  changing ideas, formulating conclusions.

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

The teacher can do the Student’s skills evaluation using  comprehensive rubrics and check lists. During the activity he can observe the student and he can take a lot of information about:

-          Use the correct scientific language;

-          Use problem-solving skills;

-          Learn in a collaborative way;

-          Respect and accept other student's opinion;

-          Be active during group working;

-          Learn to learn;

-          Learn by doing;

-          Critical and creative think;

-          Do Self-evaluations and metacognitive reflections

7.      What do you think about students‘ hypotheses?
The students' hypotheses  reflected their knowledge of chemistry, and I think my student’s hypothesis would be the same or different, depending on their own level of knowledge in chemistry

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

The formulation of one's own general conclusion by each student is very important because through this reflection they can make several connections between the new knowledge and the previous knowledge and every student can critically think and every student can compare own hypothesis  with  other student's opinion or hypothesis and so raise the scientist knowledge about a situation.

9.      What was the aim of the final revision?

The aim of  final revision is to organize the ideas and to know that there are many ways to investigate a complex situation. The teacher can help the students to debrief and to restructure ideas, he can discovery mistakes, he can guide a discussion of these and he can  engage the student in a new path of inquiry. In these moment every student can think about initially hypothesis and remake the conceptual framework of his path of knowledge.

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Laboratory Record –        Proving starch in food products

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Laboratory Record –        Proving starch in food products

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Analysis of classroom implementations – 3rd Example

What did you think of the activities and the strategies employed by the teachers? What did you find useful? What can you use with your students?

I think that these two interesting situations demonstrate that the students, in both situations, realize that the answer is much more complex than initially thought.

In these situations teachers can ensure that the finally build model is much more enriched and based on data and evidence than initially hypothesis and that there has been a learning process.

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ENZYMES

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   AIM:                                             - Understand the steps & methodology of inquiry-based learning                                        - Experience inquiry in life sciences as an adult learner (by completing one or more activities)                                     - Identify and reflect on the steps followed along my inquiry path                                  - Compare my own practice with a given example

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   AIM:                                             - Understand the steps & methodology of inquiry-based learning                                        - Experience inquiry in life sciences as an adult learner (by completing one or more activities)                                     - Identify and reflect on the steps followed along my inquiry path                                  - Compare my own practice with a given example

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how to build my skills and confidence to implement inquiry-based teaching in the classroom

how to analyse different implementations of IBSE in life sciences

several examples of classroom implementations

tips and good practices from successful practitioners

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3.1 WEBINAR: "Science and education in transition"

Webinar on Wednesday, 28 March at 17.00 CET
Thank you Rosina Malagrida! dein presentation was very interesting!

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3.2 The relevance of new discoveries in life sciences

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3.2 The relevance of new discoveries in life sciences

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1. ACTIVITY Give more examples of how new discoveries in other fields can relate to and contribute to the advancement of life sciences. Can you think of ways in which this could be taught in an interdisciplinary way?

New discoveries and its importance on real life can help students to be motivated and opened for new knowledge: for example the application of  physical and technological knowledge into neuroscience allowed the application of SPET, PET, MEG and fMRI. These discoveries allow to study human’s brain: for example functional magnetic resonance imaging experiments identifies the contributions of the various areas implicated into a lot of process and the relationship of behavior to brain’s anatomy and physiology. We know the advantage and the limitations of these analyses, but we have to remember that a century ago we cannot have imagines of living brain. We know the benefit of these experiments for pedagogical strategies.

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3.3 Ethics, life sciences and CRISPR                           Genome Editing with CRISPR-Cas9

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3.3 Ethics, life sciences and CRISPR                           Genome Editing with CRISPR-Cas9

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5. ACTIVITY                               Analysis of classroom implementations – 4th ExampleConsider the experiment in this section. It contains simple and easy to access ingredients, it can be easily implemented in the classroom and it connects scientific knowledge with real life situations. Can you think of any other similar exercises where, with minimum of resources, students can benefit from a full inquiry situation? Post your proposals below!

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5. ACTIVITY                               Analysis of classroom implementations – 4th ExampleConsider the experiment in this section. It contains simple and easy to access ingredients, it can be easily implemented in the classroom and it connects scientific knowledge with real life situations. Can you think of any other similar exercises where, with minimum of resources, students can benefit from a full inquiry situation? Post your proposals below!

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Analysis of classroom implementations – 3rd Example
What did you 

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3.4 Ethics, life sciences and CRISPR:                                      

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3.4 Ethics, life sciences and CRISPR:                                      

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CODONS

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3.5 Ethics using a Philosophy for Children approach: Part 1

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3.5 Ethics using a Philosophy for Children approach: Part 1

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

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A P4C can include the following sequence of steps:  1.  Warm-up (could involve introductions or an icebreaker game)                                          2.  Stimulus (we will use a video clip later in the module, but it can range from a newspaper article to a photograph)                                3. Private reflections (thinking time on stimulus)                      4. Question creation (individually developing a question related to a stimulus)    5. Question-airing (collaborating in separate groups to describe the generated questions; the most relevant question from those generated within the group can be picked by consensus)         6.  Question-choosing (sorting and classifying the questions generated by all groups as philosophical or otherwise; we will use a quadrant to do this; one philosophical question is chosen by the whole class on a vote)                                         7. First thoughts (on the question chosen by students in the class)                                8.  Inquiry (students may sit in a circle and inquire on the question while the teacher acts as a facilitator)                  9. Last words                          10.   Review and evaluation of the process/content

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A P4C can include the following sequence of steps:  1.  Warm-up (could involve introductions or an icebreaker game)                                          2.  Stimulus (we will use a video clip later in the module, but it can range from a newspaper article to a photograph)                                3. Private reflections (thinking time on stimulus)                      4. Question creation (individually developing a question related to a stimulus)    5. Question-airing (collaborating in separate groups to describe the generated questions; the most relevant question from those generated within the group can be picked by consensus)         6.  Question-choosing (sorting and classifying the questions generated by all groups as philosophical or otherwise; we will use a quadrant to do this; one philosophical question is chosen by the whole class on a vote)                                         7. First thoughts (on the question chosen by students in the class)                                8.  Inquiry (students may sit in a circle and inquire on the question while the teacher acts as a facilitator)                  9. Last words                          10.   Review and evaluation of the process/content

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3.6 Ethics using a Philosophy for Children approach: Part 2

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3.6 Ethics using a Philosophy for Children approach: Part 2

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GATTACA

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Steps:                                           1. Preparing for progressionStudents and teacher sit in a circle. The teacher may decide to remind students about the importance of respectful dialogue and argumentation, all voices being given a fair chance to be heard, etc.                                    2   Sharing the text (stimulus)The ‘text’ in this case is the trailer of the movie GATTACA. Students are asked to privately identify and note down what they feel are the ‘juicy’ concepts and questions that arise for them.GATTACA is a 1997 science fiction film that presents “a biopunk vision of a future society driven by eugenics where potential children are conceived through genetic manipulation to ensure they possess the best hereditary traits of their parents” (Wikipedia).               3. Take some time to reflect on what questions arise for you after watching the trailer - write 3-4 of these down in this forum thread. At this point, you have carried out steps 2 to 4 from this sequence.

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Steps:                                           1. Preparing for progressionStudents and teacher sit in a circle. The teacher may decide to remind students about the importance of respectful dialogue and argumentation, all voices being given a fair chance to be heard, etc.                                    2   Sharing the text (stimulus)The ‘text’ in this case is the trailer of the movie GATTACA. Students are asked to privately identify and note down what they feel are the ‘juicy’ concepts and questions that arise for them.GATTACA is a 1997 science fiction film that presents “a biopunk vision of a future society driven by eugenics where potential children are conceived through genetic manipulation to ensure they possess the best hereditary traits of their parents” (Wikipedia).               3. Take some time to reflect on what questions arise for you after watching the trailer - write 3-4 of these down in this forum thread. At this point, you have carried out steps 2 to 4 from this sequence.

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My questions:
- When a procedure is technically possible, who decides if it can be ethically permissible?

- How far a therapeutic gene therapy can be considered as and when it becomes a danger to freedom and the identity of the person?

- To what extent does the choice of a healthy lifestyle, nutrition and the environment in which we live can interact with DNA, allowing the expression or inactivation of genes?
4. Private reflections (think time)

Students spend a few minutes quietly reflecting on their own, writing down the questions that came up for them while watching the movie clip.
5. Choosing questions

Students may be asked to briefly get into small groups of 3-5 to discuss each other’s questions, and to choose one question that the group conjectures will elicit the most dialogue.
6. Question-airing

Each group is then asked to read out their question in turn, and perhaps explain the thinking behind it.

The first student to do this is given a soft “speaking ball” or other object that gets passed around to the person who is allowed to speak while others listen. Comments, clarification questions and opposing views can thus be issued by any student.

A question quadrant can be used to help students to sort and identify types of questions, and in particular those (philosophical) questions that encourage dialogue (see next section).
7. Inquiry

Opinions are still expressed, but final judgements are held back until other points of view have been explored. In a good dialogue, people disagree without getting angry with each other and want to understand what others are trying to say. Careful listening is as important as careful speaking, and active listening will show in the questions learners ask each other.

The teacher will elicit appropriate ‘moves’ from pupils in response to what others have said. Such moves might include: thinking of alternative points of view; speculating about the assumptions behind the question; identifying bias; giving examples; noticing similarities and differences; examining alternatives; establishing whether statements about people and things apply to ‘all’, ‘many’, ‘some’ and/ or ‘none’.

The teacher may have to clarify, summarise and re-frame the discussion at some point(s). This is sometimes necessary to keep dialogue on track. A concept map, diagram or written summary may be used to this end.
8. Last words

At the end of the dialogue, there is a summary and an opportunity for pupils to have their ‘last words’, either in response to the content of the dialogue or to the process. Last words could be given as an oral response or in writing.

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4. ACTIVITY               Identifying philosophical questions. Since there are different answers to the same questions, we would like to know what you came up with. Please share your solutions in the form of images or screenshots!

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4. ACTIVITY               Identifying philosophical questions. Since there are different answers to the same questions, we would like to know what you came up with. Please share your solutions in the form of images or screenshots!

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3.8 Philosophical inquiry activity                            Thinking includes a number of important elements that a facilitator can model and encourage to provide forward movement in a discussion. The facilitator is there to provide positive cognitive interventions that help move the discussion forward. During the discussion, the facilitator needs to be aware of opportunities to focus attention on the key elements of thinking.                         These include:                            1. Questioning – asking good questions to provide a focus for the inquiry.             2. Reasoning – requesting reasons or evidence to support arguments and judgements.    3. Defining – clarifying concepts through making connections, distinctions and comparisons.                                        4.Speculating – generating ideas and alternative viewpoints through imaginative thinking.                 5. Testing for truth – gathering information, evaluating evidence, examples and counterexamples.                      6. Expanding ideas – sustaining and extending lines of thought and argument.        7. Summarising – abstracting key points or general rules from a number of ideas or instances.                                    8. Strategies to extend and develop student thinking include:                                          -Thinking time – encourage pauses for thought or some moments of quiet meditation on a topic. Remember to provide at least 3 seconds thinking time after you have asked a question and 3 seconds thinking time after a child gives an answer.    Think—pair—share – allow individual thinking time for a question, invite discussion of the question with a partner, then open up for class discussion.    Ask follow-ups – ask students to extend or qualify what they said by asking questions that challenge their thinking, such as ’Why?’, ‘Do you agree or disagree?’, ’Can you say more?’, ’Can you give an example?’, ’Describe how you arrived at that answer’.    Withhold judgement – respond to student answers in a non-evaluative way, e.g. a positive but neutral response such as ‘Thank you’, ‘Ok’, ‘That’s interesting’, ‘A-ha’, ‘I see’.    Invite the whole group to respond – encourage a response from the whole group by saying things such as; ‘How many people agree/disagree with that point of view?’ (hands/thumbs up, down or to side). You can also ask questions such as ‘Having heard that, what questions might we ask?’    Ask for a summary – promote active listening by asking for a summary of what has been said, e.g. ‘Could you summarise Kim’s point?’, ‘Can you explain what Jane has just said?’, ‘Can you tell me the arguments so far?’    Play devil’s advocate – challenge students to give reasons for their views by presenting opposing points of view, or by asking students to be devil’s advocates, e.g., ‘Who can think of a different point of view / an argument against that?’    Invite a range of responses – model open-mindedness by inviting students to consider different viewpoints: ‘There is no single correct answer to this question. I want you to consider alternatives’.    Encourage student questioning – invite students to ask their own questions before/during and/or after discussion. ’Does anyone have a question about what has been said?’, etc.

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3.8 Philosophical inquiry activity                            Thinking includes a number of important elements that a facilitator can model and encourage to provide forward movement in a discussion. The facilitator is there to provide positive cognitive interventions that help move the discussion forward. During the discussion, the facilitator needs to be aware of opportunities to focus attention on the key elements of thinking.                         These include:                            1. Questioning – asking good questions to provide a focus for the inquiry.             2. Reasoning – requesting reasons or evidence to support arguments and judgements.    3. Defining – clarifying concepts through making connections, distinctions and comparisons.                                        4.Speculating – generating ideas and alternative viewpoints through imaginative thinking.                 5. Testing for truth – gathering information, evaluating evidence, examples and counterexamples.                      6. Expanding ideas – sustaining and extending lines of thought and argument.        7. Summarising – abstracting key points or general rules from a number of ideas or instances.                                    8. Strategies to extend and develop student thinking include:                                          -Thinking time – encourage pauses for thought or some moments of quiet meditation on a topic. Remember to provide at least 3 seconds thinking time after you have asked a question and 3 seconds thinking time after a child gives an answer.    Think—pair—share – allow individual thinking time for a question, invite discussion of the question with a partner, then open up for class discussion.    Ask follow-ups – ask students to extend or qualify what they said by asking questions that challenge their thinking, such as ’Why?’, ‘Do you agree or disagree?’, ’Can you say more?’, ’Can you give an example?’, ’Describe how you arrived at that answer’.    Withhold judgement – respond to student answers in a non-evaluative way, e.g. a positive but neutral response such as ‘Thank you’, ‘Ok’, ‘That’s interesting’, ‘A-ha’, ‘I see’.    Invite the whole group to respond – encourage a response from the whole group by saying things such as; ‘How many people agree/disagree with that point of view?’ (hands/thumbs up, down or to side). You can also ask questions such as ‘Having heard that, what questions might we ask?’    Ask for a summary – promote active listening by asking for a summary of what has been said, e.g. ‘Could you summarise Kim’s point?’, ‘Can you explain what Jane has just said?’, ‘Can you tell me the arguments so far?’    Play devil’s advocate – challenge students to give reasons for their views by presenting opposing points of view, or by asking students to be devil’s advocates, e.g., ‘Who can think of a different point of view / an argument against that?’    Invite a range of responses – model open-mindedness by inviting students to consider different viewpoints: ‘There is no single correct answer to this question. I want you to consider alternatives’.    Encourage student questioning – invite students to ask their own questions before/during and/or after discussion. ’Does anyone have a question about what has been said?’, etc.

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3.9 Recap A full Philosophy for Children Inquiry can include all of the steps below:                   1. Warm-up                            	2. Stimulus 	                             3. Private reflections (thinking time) 	                                     4. Question creation             	5. Question-airing 	process/content                        6. Question-choosing                   7. First thoughts on the question chosen                       8. Inquiry                                     9. Last words                          10. Review and evaluation                          

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3.9 Recap A full Philosophy for Children Inquiry can include all of the steps below:                   1. Warm-up                            	2. Stimulus 	                             3. Private reflections (thinking time) 	                                     4. Question creation             	5. Question-airing 	process/content                        6. Question-choosing                   7. First thoughts on the question chosen                       8. Inquiry                                     9. Last words                          10. Review and evaluation                          

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6.ACTIVITYHow would you apply P4C in your classroom?

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6.ACTIVITYHow would you apply P4C in your classroom?

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In previous modules, you had the opportunity to explore Inquiry as an adult learner and to implement Inquiry in the classroom. In Module 3, you will:

1. Understand the relevance of new discoveries in other sciences that will be used in life sciences.

2. Understand how ethics relates to the study of the life sciences.

3. Try and implement activities referring to the values and assumptions inherent to scientific knowledge and the development of scientific knowledge.

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P4C and Philosophical discussions

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4.1.Writing to Learn: a Brief Explanation

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4.1.Writing to Learn: a Brief Explanation

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1. ACTIVITY            Impressions about Writing to Learn ActivitiesPlease share your first impressions about writing to learn activities. What are the advantages for students? If you already use writing to learn activities in your science classroom, please explain how you use them with an example.

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1. ACTIVITY            Impressions about Writing to Learn ActivitiesPlease share your first impressions about writing to learn activities. What are the advantages for students? If you already use writing to learn activities in your science classroom, please explain how you use them with an example.

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I think “writing to learn” is a very helpful structure for both teachers and students. Writing is a tool for teacher to see how their students are progressing in learning conceptual ideas of science.  The teacher can see the conceptual framework of their students about topics and he can find eventual mistakes. Students can become aware of  their science knowledge and while writing they can learn things they did not  know before or that they did not think before.  I use this tool in a lot of activities: when we have a discussion about a problem and we make brainstorming activity or when we make laboratory activities I ask students  to write  their previous, their observations, their  plan to investigate the problem. I ask  students to write at home their lab report (including all the activities … ). When we return in classroom I ask students to explain their observations and the interesting thing they had discover during the lab. When we make a test I ask student to write.

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

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

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The effects of Writing to Learn Activities on Students' Learning Outcomes.png

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How do Writing to Learn Activities contribute to students’ results?

In your opinion how do writing to learn activities contribute to students’ results?

I agree with the prof. Murat Gunel. While  writing the students can explain what they have learned  into a new form. They organize their thoughts and I think that the act of writing is an important mental / cognitive mechanisms. I now remember  a lot of studies and articles of Edgar Dale too. In a lot of articles we can see “The Dale’s  cone of Experience” , and “The cone of learning”, and we can understand the importance of learning by doing. I think that “writing” is an “Doing- activity” too. Language is a very important part of science knowledge and while we write, we put out our ideas of a phenomena and we organize that in a new form. The studies demonstrate that the comprehension and memorization of a problem is better when we have to explain it to someone. So if we write what we have to explain or if our students write what they have to explain is a very good ideas to have a good result!

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4.3 Examples of Writing to Learn Activities Assignment InstructionsYour 5th grader cousin who lives in Erzurum and hisfriends have discussed on the factors affecting the brightness of a light bulb, but they couldn’t  come  to  a  conclusion.  Based  on  their  discussions, the thoughts of your cousin and his friends are as follows:

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4.3 Examples of Writing to Learn Activities Assignment InstructionsYour 5th grader cousin who lives in Erzurum and hisfriends have discussed on the factors affecting the brightness of a light bulb, but they couldn’t  come  to  a  conclusion.  Based  on  their  discussions, the thoughts of your cousin and his friends are as follows:

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A:
B:
C:
Write a letter in which you

justify

the

accuracy

of the assertions that your cousin and his friends have

made by considering your studies in class.

Please

keep the following rules in mind while writing the

letter

.

The content of your letter should be appropriate to

the level of knowledge and interest of the readers. Do not forget that they will learn about the topic by reading your letters.



Be sure that your letter covers the topic.



Be sure that your statements are clear and intelligible to the readers.



P

ay attention to the spelling rules as the letter you are going to write is a written

communication tool.



Your letter should not be more than two pages , but you can include

items such as

mathematical expressions or graphics .



You should avoid plagiarism.

Your own

ideas

and knowledge should be given in a letter

format appropriate to the readers

Word count : 279

3. ACTIVITY

Evaluating Writing to Learn Examples

Please select one of the writing to learn examples (poems or letters) given in this section and explain how you could evaluate it.

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4.4 Evaluation of Writing to Learn Activities

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4.4 Evaluation of Writing to Learn Activities

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WRITING POEMS  JOURNAL  LETTER  LAB REPORT.png

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Evaluation of Writing to Learn Activities

Select one of the writing to learn activities from the previous section (“Examples of Writing to Learn Activities”) and evaluate the selected activity by using its respective rubric from those in this section.

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4.5 Teachers’ Experience about Writing to Learn Activities

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4.5 Teachers’ Experience about Writing to Learn Activities

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4.1 Teacher reflection on writing-to-learn activities 1

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4.5 Teachers’ Experience about Writing to Learn Activities

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4.5 Teachers’ Experience about Writing to Learn Activities

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4.1 Teacher reflection on writing-to-learn activities 2

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Writing to Learn Activities in your classrooms

Why do you think you should use writing to learn activities in your classrooms? How do you think you could use writing to learn activities in your classrooms?

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Commenting a report:

Please read one Experimenter Report out of the above-mentioned three completed examples and give feedback on it. Share your results in this Padlet.

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7. ACTIVITY                          What are the advantages and difficulties when using Notebook of Experience with students?

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7. ACTIVITY                          What are the advantages and difficulties when using Notebook of Experience with students?

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TRICIDER SOCIAL VOTING

Notebook of Experience is a very interesting tool that can help some students to documenting, reflecting and sharing personal progress in science knowledge.

Pro :This tool helps in learning science language and content, helps in being part of learning process

Contra : This tool requires methods and order, takes time and perseverance. It’s not useful for all students: some students can’t learn while they write. Some students have to listen or to look a video, or be in movement to learn something, or to experiment.

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