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Hello world.

My name is Leftheroudis Theodoros, from Hellas (Greece).

I am a teacher for over 14 years in high school education in general and in technical education.

I’ am an Electronic Engineer and I teach in high schools a variety of subjects like electronics, electrical, robotics, automation, stem and many more.

Now I am teaching “technology” in gymnasium in ages form 12-15. “Technology” Is stem, is a Maryland Plan program.

This is my blog.

https://leftheroudis-theodoros.blogspot.gr/

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In my 14 years of teaching I had to change 7 schools, and student ages from 12 to 19. So … I’ am OK and i keep going.

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What is Inquiry-Based Teaching in Life Sciences ????

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What is Inquiry-Based Teaching in Life Sciences ????

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The Inquiry-Based Teaching in Life Sciences MOOC is meant to enhance life science teachers’ pedagogical competences and practices, and improve their conceptual understanding of life science to help them further establish and disseminate IBSE.

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This year and the last one I teach in a “Gymnasioum” (middle school, ages from 12-15) in Kilkis. We have 3 classes, A, B and C. The A’ class with 5 student classes, B’ 4 student classes and C’ another 4. It’s student class with 22 students.

Our building is good with several halls, a canteen, a computer, physics and technology lab. There is also an event hall, indoor gym and a large courtyard.

Generally the building exterior and interior has very nice paintings, graffiti and stylization of styrofoam.

In each teaching room there is a laptop, an Internet connection via cable and a projector, and some have active whiteboards screens. There is no wifi in all areas.

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The Learning Diary should be a collection of all elements from the course relevant to your own context.
The diary can include anything you like, but we would suggest collecting...

1. Your answers to the questions posed in the modules (usually underneath the videos).

2. Comments, ideas, resources from the course materials or shared by other course participants that you found interesting or relevant to your own situation.

Suggestions for a great Learning Diary

1. Your first entry should briefly introduce yourself. Tell your peers a bit about who you are.

2. Your second entry should briefly introduce your teaching context. Tell your peers a bit about your school, classroom and what technologies you have access to.

3. All following entries should clearly identify which module and which question they are linked to. The easiest way is to include the module number and the question in the title of the entry (see the example below).

4. Make sure to include links, photos, videos, documents, etc. in your entries.

5. Don't forget to add any interesting piece of content you come across on the course to your Learning Diary.

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To be above all human, gentleman and professional, in the real world and in your virtual life.

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I am a shelf learning machine with many human problems, like LIFE…

in many small or long periods of my professional career I have used the following educational platforms or programs.

Edmodo.

Blooger.com

Tes. (I don’t like it)

appear.in

doodle.com

remind.com

mailinator.com

pbworks.com

Google forms, drive, doc, maps, earth.

Open office.

Microsoft office.

Ηλεκτρονική τάξη (Electronic classroom) a moodle learning platform from the ministry of education.

You tube.

audacityteam.org

avs4you.com

scratch.mit.edu

cmap tools

Big Blue Button

phet.colorado.edu
https://www.slideshare.net/

and many others electronics programs, like arduino, simulators, VBB and …. More.

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I had a facebook account, I erase it. I don’t like facebook or tweeter or any other social internet program, I thing is a waste of precious time. I have a LinkedIn account but I don’t use it. I like forums and some other means of communications.

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we think of children as unconditionally curious beings. Yet, often as adults, we forget how important it is never to stop inquiring. Inquiry-based science education helps students to approach learning from an investigative point of view.

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Therefore, we prepared this first module for you to:

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 your inquiry path

Compare your own practice with a given example

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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.

A  and b food preparations are in perfect state of preservation at opening.

A pop sound was heard at the time of the opening

After a week in room temperature (25 Co).

Preparation B.

A slide change on surface color of the food.

Preparation A.

A wide change in color and consistence for all the food inside the jar, Volume increase of the food content, probably a bad smell as I heard a discomfort noise of the person opens the lid of the jar.

1st Hypothesis

Preparation A.

The food had no chemical or natural preservatives, after opening the lid the oxygen came in contact whit the food, after a week in room temperature (about average 25 Co ), a chemical reaction came in place from enzymes or micro-organisms in the food that produced acids that in turn affected the color and produced odor.

Preparation B.

The food have same preservatives and only a small portion of the surface area have a change in color.

2nd Hypothesis

Both jar’s have different content of food.

Preparation A.

It is a food that does not have a long life since the jar is opened and will come into contact with the air.

Preparation B.

It is a long-lasting food.

3rd Hypothesis

The food in jar B is better prepared than A. It has been boiled for longer, it has no moisture, etc.

4th Hypothesis

The food in jar B was in the fridge or in the freezer. Time did not come to make the chemical reaction.

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My first hypothesis was the right one, from the microscopic image we observe the growth of yeasts that are responsible for spoiling the jam in jar A. According to the labels in the jars the jam in jar A has no preservatives at all, while in the jar B has been added sugar at a rate of 36% which is a natural preservative. From Wikipedia.

Food spoilage

Yeasts are able to grow in foods with a low pH (5.0 or lower) and in the presence of sugars, organic acids, and other easily metabolized carbon sources.[108] During their growth, yeasts metabolize some food components and produce metabolic end products. This causes the physical, chemical, and sensible properties of a food to change, and the food is spoiled.[109] The growth of yeast within food products is often seen on their surfaces, as in cheeses or meats, or by the fermentation of sugars in beverages, such as juices, and semiliquid products, such as syrups and jams.[108] The yeast of the Zygosaccharomyces genus have had a long history as spoilage yeasts within the food industry. This is mainly because these species can grow in the presence of high sucrose, ethanol, acetic acid, sorbic acid, benzoic acid, and sulphur dioxide concentrations,[66] representing some of the commonly used food preservation methods. Methylene blue is used to test for the presence of live yeast cells.[110] In oenology, the major spoilage yeast is Brettanomyces bruxellensis.

Sugaring

See also: Sugaring

The earliest cultures have used sugar as a preservative, and it was commonplace to store fruit in honey. Similar to pickled foods, sugar cane was brought to Europe through the trade routes. In northern climates without sufficient sun to dry foods, preserves are made by heating the fruit with sugar.[7] "Sugar tends to draw water from the microbes (plasmolysis). This process leaves the microbial cells dehydrated, thus killing them. In this way, the food will remain safe from microbial spoilage."[5] Sugar is used to preserve fruits, either in an antimicrobial syrup with fruit such as apples, pears, peaches, apricots, and plums, or in crystallized form where the preserved material is cooked in sugar to the point of crystallization and the resultant product is then stored dry. This method is used for the skins of citrus fruit (candied peel), angelica, and ginger. Also, sugaring can be used in the production of jam and jelly.

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The main hypothesis is as follows:

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.

You will have to test this hypothesis experimentally, using very simple material.
Please document your results
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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After 2 failed attempts, my final results and conclusions from the experiment are as follows:

My initial hypothesis (1st case) was confirmed in part. The amount of sugar slowed the fermentation, the more the gas was observed later in the balloon.

Probably the sugary mixture (amount of sugar and water) was not enough to stop the reaction.

Experimental procedure.

Each test tube had a maximum capacity of 20 ml.

To each tube was added 5 ml of water and yeast mixture. (30 ml of warm water with 3 g of yeast).

The sugary mixture was made from 30 ml of water with 15 g of sugar.

·         In the tube with the yellow balloon I did not put any sugary water at all.

·         In the tube with the light green balloon 3ml of solution.

·         In the tube with the dark green balloon 6ml of solution.

·         In the tube with the purple balloon, 9ml of solution.

·         In the tube with the red balloon 12ml of solution.

What made me difficult in the process?

·         Find the right proportions in water and yeast as well as water with sugar.

·         Working with my children.

·         My wife.

·         I did not make a good start, I did not see the fruit-sugar ratio on the jam.

·         I did not know where to start.

f I had doubts and questions in the process ... and of course I had.

Is quantity enough?

·         Why do not you incorporate sugar or yeast into water?

·         How do I put the balloons tightly on the tubes?

·         Should I stir them up to shake them? if so how many?

·         Anytime should I look at them and take photos?

·         Are balloons okay or have any small holes?

·         Will I Prepare?

More on my learning diary. https://padlet.com/theo_leftheroudis/Theo_EUN_ACADEMY

The photo is after 1 hour

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maybe no oxygen?

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There are many ways to approach a problem: different people may have completely different questions and solutions.

My course to find the answer and to confirm my initial case was not very good. I had to design it better.

What is my dependent variable?

It is the quantity of gas to be produced.

What is my independent variable?

It is the amount of sugar in the mixture with the yeast.

What else can affect my dependent variable apart from the independent one? these variables are controlled.

Amount of yeast-water mixture should be the same everywhere.

The containers have the same size.

The balloons are the same.

Placing on the pipes.

The temperature is constant and constant.

Have the blends done properly.

We place different amounts of sugary water in the yeast mix and we see balloons at regular intervals.

The delay in gas production is due to the largest amount of sugar in the yeast mix.

My route was not in a straight line but during the experiment I had to go back several times to get the right mixes.

I could choose another approach path to put plain sugar or glucose or brown sugar or fructose. I could approach it from many angles.

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How does inquiry-based learning differ from problem-based learning and discovery-based learning?

What exactly is inquiry-based learning?

Self-reflection tool.

after using the self-reflection tool! What did you discover?
From the diagnostic tool I found that I did not make some significant steps on my way to finding an answer, also the most of these steps I did almost automatically and finally that it is all necessary to have an IBL. This is a good tool to use it in my class.

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How to create inquiry-based learning questions.

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How to create inquiry-based learning questions.

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If you make the right question you are going to get the right answer.
You will do this by watching two narrated videos about the importance of observation and investigation.
what makes a question an inquiry-based learning question and how to create one,.

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1.7 The observation - Clementine exercise

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will help you to understand which questions are possible to investigate (inquiry-based learning questions) and how to formulate them from a simple question.

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will help you to understand which questions are possible to investigate (inquiry-based learning questions) and how to formulate them from a simple question.

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we move on to study the implementation of inquiry-based teaching in your classroom!   

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we move on to study the implementation of inquiry-based teaching in your classroom!   

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how to build your 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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2.1. Why is it important to reflect on our implementations?

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2.1. Why is it important to reflect on our implementations?

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The purpose of this module is to look at teachers’ professional characteristics that promote investigation. Therefore, using a classroom video, we will focus on how the teacher frames the investigation, manages time and space, and interacts with students.
Firstly, there is a positive aspect of learning from our mistakes. Reflection on our classroom implementations helps us to develop professionally. Secondly, it can help our students! Looking back at a lesson can reveal unclear explanations from our side and induces to clarify with students during the following class. Moreover, it can help group cohesion and teach your students to reflect on their work, too.

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Here are a few important questions you can ask yourself to reflect on your classroom implementation:

What was the aim of the class?

How did I deliver?

How did students react?

How can I improve?

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Important questions from self-reflection tool

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Important questions from self-reflection tool

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My first question I think it Is important to me and my classroom is :

“Did you work on a question which you identified as important, even though introduced to you? “

It is important because I want to start the “fire” with a small spark. In my country the pupils are very tired from the classes they took every day, they start at 7 am and end’s at 8 pm with extra out of school activity’s (foreran languages, athletics, extra classes for the same things…!)

And the next is.

Did the activity encourage you to ask questions?

To keep the fire and start exploring through multiple brain storming questions.

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2.2. Analysis of classroom implementations – 1st Example

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2.2. Analysis of classroom implementations – 1st Example

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filmed in a 7th grade class, prepared and animated by a Life and Earth Sciences teacher and a Physics and Chemistry teacher.
The initial situation is presented to the class in the form of a challenge: supposedly isolated in a hostile environment, the students have no fuel left to find help. They have to feed themselves and have enough material left to burn as fuel. Their resources are reduced to one package of nuts and one package of wheat noodles. The challenge is how to get the most energy from these foods.

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

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Below you can see the annotated version of the same classroom video. This way, you will be able to understand what the main pedagogical methods are to encourage investigation in the classroom.

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Below you can see the annotated version of the same classroom video. This way, you will be able to understand what the main pedagogical methods are to encourage investigation in the classroom.

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How important do you think are the following ideas when implementing inquiry-based teaching in the classroom?

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How important do you think are the following ideas when implementing inquiry-based teaching in the classroom?

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1. Answer students’ questions right away

2. Bring real-life examples to life sciences lessons

3. Have students work in groups

4. Students having the right answer

5. Ask students to take notes

6. Reflect together in the class

7. Using a variety of materials (video, exercise, text, etc.)

8. Explaining the scientific background before the exercise

the most important for me.
3,5,6 and 2,7.

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Which of these strategies do you also use?

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Which of these strategies do you also use?

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This is my way and I think they are quite common with the IBL method. In my lesson we can investigate everything from all the sciences.

First step.

First we start a little discussion about whether they have noticed something during their daily life that has created them questions and would like to explore it more and perhaps give some answers.

If this step fails then with appropriate stimulations (video, text, or sound) I try to activate their curiosity.

Second step to create groups.

As soon as I get the shine on their faces from the moment of the discovery, then is the time to say "go to find it together?", At the same time the groups are created automatically and on their own, I intervene so that there is a uniformity group, participation of weak pupils that the classroom students leave outside the groups.

Step 3 Create a research title, an inquiry question.

What do we want to discover, learn, research? There are many, can we become more specific? what are our variables?

Step Four, create notes - calendar.

My lesson lasts one hour a week, and many times we miss lessons for various school activities. I should be alert to them. The problem of discovery becomes theirs.

Fifth step, information.

I give them some information and I urge them by giving some information sources to find some initial information.

Can we make some predictions based on your ideas and some information?

Step Six. Experiment procedure, process planning.

What could be our steps? Where will we start? How will we confirm or reject our original hypothesis?

Seventh step. Experiment Procedure.

List of materials, application of the procedure, continuous creation of new questions, feedback, record of results.

Eighth step. Announcement of results.

Comparing results and procedures, discussing and reviewing the process and conducting the experiment. Are we satisfied with the results?

Ninth step. Repeat the experiment with a more accurate procedure.

Tenth and last. Writing a written work with all the process we passed together with results, tables and diagrams. Presentation in class.

In all the steps I am supportive, neutral, and a very good assistant. I try to intervene positively to create new questions. Throughout the process there are logs in the calendar.

This process can last almost the entire school year.

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2.3. Analysis of classroom implementations – 2nd Example

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2.3. Analysis of classroom implementations – 2nd Example

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Below you can watch the entire inquiry-based lesson broken down into smaller sections. You will be given 1-3 questions to keep in mind whilst watching the videos. In the end, you can add your answers to all the questions in the forum and compare them to the ones given by the teacher.
example 2a
Questions

1. How can you motivate your students at the beginning of the class?

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

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

* Note: Click here to download the document that students received, containing tasks 2, 3 and 4 (they are mainly reflections of students on what they already know about starch, their predictions on which foods contain it, and their hypotheses).

My Answers.
1. We are going to do an experiment. Check out what I have here.

2. You give students the freedom to choose the one they like and knew, security, responsibility, freedom of choice.

3. They must have some first information to guide them. To make the hypothesis and to rise questions.

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Questions

1. What was the teacher’s role while students worked?

2. What was the students’ role during their work?

my answers ?

1. he is not there.

2. they are the scientists.

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Questions

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

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

My Answers
6. collaborated, recorded, noticed, and discovered. Confirmed some information.

7. It might have been the same.

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Question

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

My Answer
8. To inquire their own conclusion from the information, to search by themselves to find answers. To take the ownership of the investigation.

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Question

1. What was the aim of the final revision?

My Answer.
9. To share the conclusions and sum the knowledge. Learn the right one .

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what the teacher who did the implementation answered,

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what the teacher who did the implementation answered,

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Teacher’s answer 1: I try to let them think about the tasks they will explore. If possible, I bring „daily-life“ things to bring Chemistry closer to them (as you could watch). Moreover, I stress that „daily-life“ things are less dangerous than „ordinary“ chemicals.

Teacher’s answer 2: Needed equipment depends on the procedure students plan to do. Moreover, they have to name it. Even choosing the equipment gives them „more responsibility“ for their own research.

Teacher’s answer 3: After a break, students usually need to start concentrating on a class as well as think what they are going to do. Without these questions at the beginning, students often start taking equipment, chemicals and work on „something“ without knowing their task properly.

Teacher’s answer 4: I only observe them during their work. I don’t give them any answers if they work well. After some time, they stopped asking me about that and worked in their groups directly.

Teacher’s answer 5: They have to plan and do everything on their own – taking equipment, exploring, writing lab record with conclusions, tiding up after work.

Teacher’s answer 6: We talk about what was interesting and difficult for them, what they thought was different at the beginning of their class (how their knowledge expanded). Strong experience helps to remember the taught topic. Then, we talk about chemistry problems they solved.

Teacher’s answer 7: It is obvious that students make big progress in time when writing hypotheses. We start from easy ones and move to more and more sophisticated/complex ones. It’s always important to evaluate the students and give them feedback.

Teacher’s answer 8: For different students, different things are interesting – so it strengthens their internal motivation. Moreover, they learn how to conclude some particular topic and summarize the obtained information.

Teacher’s answer 9: Students were given time to think one more time about the whole class – what they did, learnt, explored, etc. They have to formulate it in their own words and they listen to their classmates‘ answers, so

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2.4 Analysis of classroom implementations – 3rd Example

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2.4 Analysis of classroom implementations – 3rd Example

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Testing sunscreen - An experiment about the effect of UV rays on the skin and the mitigation that sun creams can provide

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

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

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Analysis of classroom implementations – 3rd Example

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Analysis of classroom implementations – 3rd Example

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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?

The activities and strategies followed by the teachers in both examples are IBL methods.

issues from real life.

Creating questions to develop the subject with brain storming.

Forming a research question - research title.

Providing some information.

What will we investigate? what are our variables? what will we change? what will we keep firm? these students can find out on their own through the trial and error process.

Conducting research - experiment, recording, observation.

Data analysis, initial conclusions.

Discussion of sharing conclusions, which can lead to a new experiment or record of what else is needed to be successful.

Finally, we may have a written assignment. Students understand the complexity and learn through this process.

It is a process that needs to be adapted according to your age and students and the equipment you have. Yes I use this procedure in my lessons.

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Can you think of any other similar exercises where, with minimum of resources, students can benefit from a full inquiry situation? 

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Can you think of any other similar exercises where, with minimum of resources, students can benefit from a full inquiry situation? 

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Only 3 days ago I took part in an experiment with 815 other schools. This experiment had to do with the calculation of the circumference and the radius of the Earth, it is the so-called experiment of Eratosthenes.

The question was, "Can you calculate the length of the Earth's periphery from your school yard without having to travel?"

The experiment must be performed on a specific date when we have equinox above the equator. We will need simple materials such as an object that should be perpendicular to the surface of the ground, a tape measure and a protractor. It is not an expensive IBL method but with little effort can be done.

Also, an investigation into whether Leonardo Davince's theory holds that the height of a man is equal to the opening of his hands. An experiment I do every year in my ranks.

You have to forgive me that the worksheets are not translated, but I do not have time to do it. Good luck to everyone.

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Tips and advice from successful practitioners

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Tips and advice from successful practitioners

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advice A

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 testimonials about the advantages and difficulties encountered (and how to face them) when working with IBSE projects.

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 testimonials about the advantages and difficulties encountered (and how to face them) when working with IBSE projects.

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What strategies and advice presented in this section will you use and why?

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What strategies and advice presented in this section will you use and why?

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

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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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To start with, watch an interview with a scientist from Leicester University, who discusses the relevance of new discoveries in the life sciences. 

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To start with, watch an interview with a scientist from Leicester University, who discusses the relevance of new discoveries in the life sciences. 

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3.2 Relevance of new discoveries in life sciences

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The relevance of new discoveries in the life sciences

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The relevance of new discoveries in the life sciences

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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?

The interdisciplinary approach to a subject is generally a difficult landscape to teach students, can not be taught in any of the known ways, it may be difficult to teach even the IBL method. We can give examples, let's say some relevant issues 2 or 3 teachers together and show how we can work together but beyond that I do not think we can do anything else.

Some examples could be neuroscience, the combination of the latest discoveries in electronics science with brain mapping and its functions.

The connection of the nerves with sensors - electronic and mechanical parts to assist handicapped people.

The recent storage of digital data in DNA format.

Gene therapy, cloning, data processing with supercomputers, and much more.

All this through a small video lecture and some working papers. Or, if there is the economic and technological potential of buying small-capacity devices such as virtual reality glasses, some simple open-source devices and arduino software with small signal sensors. All this in larger material 16-19.

In this collaboration we need to include other colleagues, such as historians, philologists and lawyers, to give pupils the dimension of the ethos of scientists and of science itself.

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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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Philosophy for Children (P4C) is an approach that prompts critical thinking among students, where they get the opportunity to employ other key life skills, such as communication, creativity and collaborating with others. The idea is that by engaging in philosophical inquiry, students can better prepare to become citizens in society. Although the name suggests that P4C is for primary school children, it is actually a method widely used among high school teachers.

SUPER SOS
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

The following links provide introductory information for teachers on effective philosophical inquiry in the classroom:

The P4C Co-operative: Teacher's Guide

PhilosophyIreland: P4C Class

SAPERE: Philosophy for Children, Colleges, Communities

Oxfam: Philosophy for Children Teacher's Guide

If you are interested in further academic reading on the topic, we recommend this article.

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In the video below, you can watch a teacher training session where teachers experience some of the P4C steps themselves. Before the activities you can see in the video, teachers watched the trailer of the movie Gattaca (1997) as a stimulus. The activity that you can implement with your students can be found in its entirety in the next section.

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In the video below, you can watch a teacher training session where teachers experience some of the P4C steps themselves. Before the activities you can see in the video, teachers watched the trailer of the movie Gattaca (1997) as a stimulus. The activity that you can implement with your students can be found in its entirety in the next section.

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3.3 Teachers engaging in an inquiry activity in the bioethics area

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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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In this section, we would like to introduce a possible activity, which you can also try in its entirety with your students. This activity involves using the movie trailer of Gattaca (1997).
Steps:

1. Preparing for progression

Students 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.

1. 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).

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.

1. 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.

1. 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.

1. 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).

1. 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.

1. 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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Take some time to reflect on what questions arise for you after watching the trailer - write 3-4 of these down in

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Take some time to reflect on what questions arise for you after watching the trailer - write 3-4 of these down in

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3 - 4 questions .... Only ;

Storm of questions. But I am myself, children have less knowledge, but they can raise the right questions because most are pure, with a clear mind.

Can it become reality?

Will we allow it?

Who will check it?

Is it right to interfere with a game that nature took millions of years to set the rules?

If this is done, how will the population be controlled?

How many forces will we have?

Will they be endless, unlimited?

To what extent will we stop?

And many more.

I hate to miss such a movie.

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3.7 Identifying philosophical questions: Parts 1 & 2

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3.7 Identifying philosophical questions: Parts 1 & 2

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It is important for students to learn to identify philosophical questions.

Philosophical questions:

are not answered through scientific investigation or accumulation of factual knowledge and information

are open to examination, further questioning and inquiry

look at meaning, truth, value, knowledge and reality

Philosophical questions can often be deceptively simple, but their consideration encourages complex reasoning and the ability to see different perspectives. The ability to think in deep and complex ways is a skill that is beneficial to students across the curriculum.

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Susan Andrews, author of Philosophy (a short course, part of the Junior Cycle curriculum in Ireland), has this to say about identifying philosophical questions:

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Susan Andrews, author of Philosophy (a short course, part of the Junior Cycle curriculum in Ireland), has this to say about identifying philosophical questions:

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Susan Andrews, author of Philosophy (a short course, part of the Junior Cycle curriculum in Ireland),

For example, the question “How does the brain function when we learn?” can be given a settled answer that we discover by scientific research. “How has education changed?” invites historical analysis. “What subjects are taught in Irish schools?” is answered by collecting information about the school system in Ireland. “Does student inquiry lead to improved Leaving Cert results?” requires empirical research.Philosophical questions such as “What does it mean to understand something?” and “How do we know what we know?” are answered in a different way. They cannot be given settled answers by gathering empirical facts, consulting expert opinions or doing calculations. These questions arise even when we have all the settled knowledge. “Philosophy attempts to clarify and illuminate unsettled, controversial issues that are so generic that no scientific discipline is equipped to deal with them” (Matthew Lipman, 1988). No matter how much information is gathered about what happens when we learn, this will not be enough to answer our question “What does it mean to understand something?”Philosophical or ethical questions that arise in science or genetic engineering are problematic and contestable. When does a human being begin? GATTACA/Bioethics raises questions that address fundamental issues and beliefs and require complex thinking rather than empirical/scientific research/experiments to answer. When we take a philosophical approach to these questions, we are not trying to get settled answers for students but to develop new perspectives and alternative ideas so they can try make sense of perplexing issues that will confront them in the science course. Using philosophy that constantly questions assumptions will help students develop as scientists.

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

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

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

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Here we will share here an inquiry activity which you can try with your students based on the stimulus provided - you can decide how you wish to introduce the stimulus. 

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Here we will share here an inquiry activity which you can try with your students based on the stimulus provided - you can decide how you wish to introduce the stimulus. 

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in this case the controversy surrounding sperm banks.
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:

Questioning – asking good questions to provide a focus for the inquiry.

Reasoning – requesting reasons or evidence to support arguments and judgements.

Defining – clarifying concepts through making connections, distinctions and comparisons.

Speculating – generating ideas and alternative viewpoints through imaginative thinking.

Testing for truth – gathering information, evaluating evidence, examples and counterexamples.

Expanding ideas – sustaining and extending lines of thought and argument.

Summarising – abstracting key points or general rules from a number of ideas or instances.

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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Unfortunately, I can not do the job because we have closed for the Easter holidays. I can try it after others will not be able to post my experience.

But I can tell you what I do. Every year during the first 2-3 hours of my lesson I begin a conversation with all my departments on two questions: "Can we set some boundaries in the evolution of science and technology or not and why? should there be boundaries? "and during the discussion, usually, children after some videos pose other questions that we look at next. Usually sometime before the holidays of Christmas and Easter we return to the debate.

Of course we keep some notes in order to be able to continue. In almost all cases the students do not understand how the time is, they are almost always relaxed and happy to be able to make such a discussion, I try to be neutral, but at some point in the end I have to mention my own opinion pointing out that this is my view that does not mean that it is the right one, you should do your own research and take your own view, because every point of view is unique and subjective.

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A full Philosophy for Children Inquiry can include all of the steps below:

Warm-up  | 6. Question-choosing
| 2. Stimulus  | 7. First thoughts on the question chosen
| 3. Private reflections (thinking time)  | 8. Inquiry
| 4. Question creation  | 9. Last words
| 5. Question-airing  | 10. Review and evaluation process/content

Please watch the following video summarising Philosophy for Children and write a short paragraph in the Padlet below on where you might apply it in your lessons in the life sciences. It can examine how you might use a Philosophy for Children stimulus such as media reports (e.g. newspaper articles, tweets, webpages) relating to contemporary life science issues. These may be used as a vehicle to look further into the Life Sciences (e.g. stem cells, genetic engineering, gene therapy, etc.) and to distinguish between fake news and science-based information.
Additional resources: Here is a booklet, a planning tool and some websites to help you use Philosophy for Children in your classroom.

Practitioner Handbook

Useful Philosophy Websites

Planning for P4C Template

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3.4 What did teachers think of Philosophy for Children

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1. Become familiarized with several assessment approaches for inquiry-based learning: rubrics, reports, digital portfolios/learning diaries and writing to learn activities

2. Reflect on your own assessment practice through the help of already established educational practices of other teachers.

3. Practice with and explore the various assessment methods presented.

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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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Incorporating informal writing strategies into all the subject area disciplines is known as writing to learn (Connally, 1989; Rivard, 1994). There is a wide range of writing strategies that can be used in learning and teaching processes. These activities can generally be grouped into three groups according to the affective and cognitive engagement:

Poetic forms

Expressive forms

Transactional forms

Poetic writing can be defined as the language of novels and poems. The aim of writing poetry is to separate yourself from action and to think reflectively about experiences and feelings.

Expressive writing both includes information and reflections about that information. Since expressive writing is usually done informally, without concern for the judgment of others, the writer may concentrate on making connections with prior knowledge, clarifying understanding, and otherwise “explaining the matter to oneself” (Britton et al., 1975, p. 28). Because expressive writing can be a very powerful tool for associating concepts with language, it has come to be known as writing to learn (Connally, 1989).

Transactional writing, which is mostly used by science writers, is characterized by the voice of the participant in action. Transactional forms of writing have often been called “writing to inform” or “writing to communicate” (Freisinger, 1980).

Please watch the following video interviews with prof. Dr. Murat Gunel to discover more about writing to learn activities: what exactly is the connection between writing and learning, how these activities are connected to science education and how to assess them. After watching the videos, please let us know your opinion in the Padlet below.

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Impressions about Writing to Learn Activities

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Impressions about Writing to Learn Activities

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Please 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.

The electronic era with all the facilities has helped mankind only for the last 60 years, all the previous man learned only through the oral speech of writing and reading, has passed into our psychosynthesis and our dna, so it is a very good one process to seal the learning process. In all three classes of high school, students deliver a written paper through which I and the students can check what they learned, where they were and where they arrived, each class is different and there is a different subject in class technology.

For example, in the third grade of the junior high school students should deliver a written paper about their research, they can choose any subject and carry out an experimental survey or poll survey.

Below I give you the helpful text according to which the students will write their work. Unfortunately, I can not pretend to translate it. Below I give you the titles.

1.EFFICIENT (1 page)

2. TITLE OF THE INVESTIGATION

3. CONTENTS (1 page)

4.SUMMARY.

5.Import (2 - 4 pages)

5.1. Presentation of the problem.

A. General information

B. Delimitation (What was exactly investigated).

C. Variables (Independent, Dependent, Levels, Kinds, Categories).

5.2. Investigation case.

5.3. Purpose of the survey.

5.4. Methodology of research.

5.5. Factors that do not affect its effects.

6.THE STEP (3 - 6 pages)

6.1. Historical overview-general facts, photos, tables and diagrams.

6.2. Definitions of concepts to be used.

7.SERVING PART (3 - 8 pages)

7.1 Work schedule.

7.2. List of materials and means.

7.3Execution of the experiment (description).

7.4. Observation table.

7.5. Analysis of results.

7.6.Photographs of the experiment.

8. CONCLUSIONS-PROPOSALS (1 page)

8.1. List of conclusions, in clear and comprehensible terms.

8.2. Useful suggestions, resulting from the findings.

8.3. Proposals for a new supplementary survey.

9. BIBLIOGRAPHY (1 page)

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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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Theorists agree that writing can be a valuable tool for learning content because while writing students explore ideas, discover relationships, observe contrasts, sequence ideas, and process information (Fulwiler & Young, 1982). Moreover, Walshe (1987) concluded that writing activities increase the quality of learning by helping students clarify ideas and relationships between them. Parker and Goodkin (1987) claim that the physical act of writing has mental/cognitive consequences. As students write about information, they reconstruct the thinking process; they internalize the activity and meaningful learning occurs.

Some studies (e.g., Bangert-Drowns, Hurley, & Wilkinson, 2004; Gunel, Hand, & Prain, 2007; Sampson, Enderle, Grooms, & Witte, 2013; Uzoglu, 2010) have shown that writing to learn activities have significant effects on:

Achievement scores

Attitudes towards science

Scientific process skills

Conceptual understanding

Scientific literacy

Self-responsible learning

Argumentation skills

The use of multiple modes of representation

Peer interaction

Critical thinking and problem solving skills.

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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?

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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?

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Making their own work in the end is like having their signature on something theirs.

The joy that they feel they did something important "as if they discovered the earth," that this is theirs, seals the knowledge they received from the learning process. It's like having a cooking recipe that you do not understand, but when you see and taste the unspeakable result, "was it so simple? that was all ;"

Through this process:

They feel that they produced something of their own.

They decipher concepts and ideas.

They clarify processes in their minds.

They arrange in a series step by step the learning process. That is, they learn how to learn.

Rejoice and joy is a multiplier of knowledge.

They understand that everything is blamed.

And the result is sweet.

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4.3 Examples of Writing to Learn Activities

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4.3 Examples of Writing to Learn Activities

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In this section, we present examples of writing to learn activities, poems and letters written by students.

Letters were written at the end of the ‘Electricity unit’ in the Turkish Physics curriculum by 6th graders. Click the link to reach the letters and the instructions that were given to students.

Poems were also written at the end of the ‘Electricity unit’ in the 5th grade, ‘Matter unit’ in the 6th grade, and ‘Force and Energy unit’ in the 7th grade of Turkish curriculum. Click the link to reach student’s poems written in different class levels.

Letter Instruction

Letter 1 - Student A 6th grade

Letter 2 - Student B 6th grade

Letter 3 - Student C 6th grade

Poem 1 - Student A 5th grade

Poem 2 - Student A 6th grade

Poem 3 - Student A 7th grade

Poem 4 - Student B 6th grade

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Evaluating Writing to Learn ExamplesPlease 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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Evaluating Writing to Learn ExamplesPlease 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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I think the letters 2 and 3 are equally expensive, if there was a mistake. I think the first letter is better because the student gives some example of resistance.
I think the third poem is fuller and more poetic.

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

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

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

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

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

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Evaluation of Writing to Learn ActivitiesSelect 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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Evaluation of Writing to Learn ActivitiesSelect 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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According to appendix d , the letter 1 could be evaluated as a good because it includes the following

Compare, Analogy, Cause/effect, Induction/generalization.

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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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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?

I use the Writing to Learn Activities because I see significant change in :

Achievement scores

Attitudes towards science

Scientific process skills

Conceptual understanding

Scientific literacy

Self-responsible learning

Argumentation skills

The use of multiple modes of representation

Peer interaction

Critical thinking and problem solving skills.

I use written individual or group calendars, conceptual maps and written assignments.

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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.

I will use the third example because it is closer to the ages I teach. I think it was a well-planned process, I think the teams were relatively large in terms of students and there were some problems in conducting. Teams should not exceed 5 students.

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You can download the following document that contains the assessment levels of the McLeares Rubrics.

McLeares Rubrics

I do not know other rubrics and I have never used it.

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For further information on the topic of this Module:

Baker, W. P. et al. (2008). Writing-to-learn in the inquiry-science classroom: Effective strategies from middle school science and writing teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(3), 105-108.

Balgopal, M. M., & Wallace, A. M. (2009). Decisions and dilemmas: Using writing to learn activities to increase ecological literacy. The Journal of Environmental Education, 40(3), 13-26.

Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74(1), 29-58.7

Britton, J., Burgess, T., Martin, N., McLeod, A., & Rosen, H. (1975). The development of writing abilities (11–18). London: Macmillan.

Connally, P. (1989). Writing and the ecology of learning. In P. Connally & T. Vilardi (Eds.), Writing to learn mathematics and science (pp. 1-15). New York, NY: Teachers College Press.

Freisinger, R. A. (1980). Cross-disciplinary writing workshops: Theory and practice. College English, 42, 154-166.

Fulwiler, T., & Young, A. (Eds.). (1982). Language connections: Writing and reading across the curriculum. Urbana, IL: National Council of Teachers.

Gunel, M., Hand, B., & Gunduz, S. (2006). Comparing student understanding of quantum physics when embedding multimodal representations into two different writing formats: Presentation format versus summary report format. Science Education, 90(6), 1092-1112.

Gunel, M., Hand, B., & Prain, V. (2007). Writing for learning in science: A secondary analysis of six studies. International Journal of Science and Mathematics Education, 5(4), 615-637.

Keys, C. W. (1999). Revitalizing instruction in scientific genres: Connecting knowledge production with writing to learn in science. Science Education, 83(2), 115-130.

Parker, R. P., & Goodkin, V. (1987). The consequences of writing: Enhancing learning in the disciplines. Upper Montclair, NJ: Boynton/Cook Publishers Inc.

Rivard, L. P. (1994). A review of writing to learn in science: Implications for practice and research. Journal of Research in Science Teaching, 31, 969-983.

Sampson, V., Enderle, P., Grooms, J., & Witte, S. (2013). Writing to learn by learning to write during the school science laboratory: Helping middle and high school students develop argumentative writing skills as they learn core ideas. Science Education, 97(5), 643-670.

Uzoglu, M. (2010). Ogrenme amaçlı yazma aktivitelerinin kullanımının ilköğretim seviyesinde kuvvet ve madde ünitesini öğrenmeye etkisi [Effects of using writing to learn activities on learning force and matter units in the primary education level] (Unpublished doctoral dissertation). Ataturk University, Erzurum, Turkey.

Walshe, R. D. (1987). The learning power of writing. The English Journal, 76(6), 22-27.

Yore, L. D. (2000). Enhancing science literacy for all students with embedded reading instruction and writing-to-learn activities. Journal of Deaf Studies and Deaf Education, 5(1), 105-122.