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Example 3 is a very nice application on density. I am thinking of using these events in my classroom.

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I found the third example interesting and more "compatible" with many types of classrooms.

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I liked the third example “FLOAT OR SINK?”. I find very encouraging to work with 27 pupils and report “the chaos generated in the group by the development of the activity and the age of people, lead sometimes to difficult situation to manage for a successful outcome. It is necessary maybe to shorten the time and in some cases to guide the experience, do not leave the students to themselves in the choice ofthe experimentation sequence to be conducted.”

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I like the  second one best. It`s simple but i think on that way yout get a good overview

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Between different exemple I like 3 bevande is more completly.

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Example 3 really appealed to me as there are lot of real life examples and things of daily use used to understand the concept that help children relate better. The example also includes all the aspects of blooms taxonomy

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Example 2 shows that children are curious at an early age and that when we ask questions and when we help them in their interrogations, we have to act with the students.

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Exemple 3 is more related to real life.

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photo from my class

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I really like the activity numer 1 because I done something similar in my thrid grade and they were really excited.  And as the example says  "hey are the actors of their learning pathway, teacher is just a facilitator "

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Every experiments are interesting, but i choose the 3 " Float or sink?' Has a clearly points, and its usufull specially nowdays in daylylife experience

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Example 3 is very straightforward to complete and it clearly and simply demonstrates how/why some things float and some sink

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I like example #2 because it shows that children are curious from early age and we have to be there when they ask their questions and help them during their inquiry.

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After reading the three Experimenter Reports (excellent). I like the third one. According to the age of my students 15 -16, the manipulation of the materials motivates their interest, they are simple materials and of daily use. This facilitates the connection with reality. Exchanging your ideas and sharing your experiences as well as documenting the whole process makes you feel like little scientists!

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I really liked Example 1. It is appropriate for my age students and is very similar to a unit of study that my students do on darkling beetles and isopods (rolly-pollies/pill bugs). The example is detailed, clear, and easy to follow/understand. I will definitely be using components of this example to modify my current unit of study (which is hands-on, but not IBSE) to follow the ISBE model next school year. (We already completed this unit for this school year.) IBSE planning and implementation can be a little overwhelming to say the least (even for veteran teachers with 15+ years in the classroom) at the beginning. To have examples that aid and expedite the transition to IBSE are awesome! THANKS!!!!!

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I specially like example 3 because it can be related to daily life experiences.

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Jeane de Fatima, Rio de Janeiro - Brasil 

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Jeane de Fatima, Rio de Janeiro - Brasil 

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Excelent

http://www.europeanschoolnetacademy.eu/documents/3648645/4658471/Experimenter+Report+Insect/6d2c116e-872e-42bf-8bf4-aada3016c8cd

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The Experimenter Report for example 1 is very useful, it allows to clearly document the IBSE experiment with the stick insects, starting from the planning phase of the teacher to the learning experience of the students. It gives a good overview and inspires other teachers to try out the stick insect experiment themselves in their classroom.

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I like very much exp 2 , I really like to make students reflect writting and thinking how a healthy everyday product is made

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I've read all 3 report and i like the 3rd best. The subject is related with students curiosity will depend on their daily lives and interests. Starts with a mystery and allows students to built their knowledge by themselves while working in teams.

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I think example nr. 3 is the one I relate to because of the age of students (closer to mine) and the subject can be explored in a collaborative way between different subjects. Also I think the timeline is more feasible when we take into account the time restrictions and the length of the curricula.

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I've read no.1. It is really well written and also age appropriate.

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I liked the 3rd example as it is soo related to our day to day life example. Students might have done this and also must have enjoyed doing it. Now they are studying it in detail.

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I specially like example 3 because it can be related to daily life experiences and it is very clear and well explain throught all its phases and with good photographs.

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Example 3 is the best one

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In my opinion example nr 3 is the best one. Is clear, specific and halpful. Each activity has a clear aim so that we know the purpouse of the activity.

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I think that the first example is the best one. It includes the photographs, engages all the students, increases the students curiosity in observin the world around them.

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Between different exemple I like 3 bevande is more completly. of Learning experimental information

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Such report may be valuable, but require a lot of time on both teacher and students side, and this was a frequent complaint. The example 2 is a documentation of work of the teacher himself, there was no place for online feedback from students.

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I like example 3 ,it is very helpful for me and i think for my students.I will share this example with my science teachers in my school

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Due to my specialty (physics) i choose to read third Example. It has a lot of details and in general is well documented.

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I like the second one best. It`s simple but i think on that way yout get a good overview

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I find the second experiment on how to make bread interesting. The third experiment seems to me more complete and detailed in the various phases.

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I find the second experiment on bread interesting, but I congratulate the teacher of the third experiment because it shows in detail and documents the path of the students, real investigators.

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I like example 3, it is very helpful. Through the inserted images, it has descriptive elements that allow even better insights. But I also found the example 2 helpful, because it is very well structured.

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I like example 3.
The teacher used a procedure that was explained in detail and is very interesting because it leaves more freedom for the students to investigate.

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All three of the reports are highly functional, ergonomic and applicable to projects. it is my pleasure to be able to use the vital activities of the insects, especially the inspecting first, and the classification principles with the 5e system very easily. In the second report, the experience of wheat seeds, students can be freely cultivated in agriculture. the third report is more successful than the others. many concepts have been included in one study. The experimenter report design has emerged to be quite important.

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I like Example 3. Im thinking to share this Example with my science-s teachers in my school

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I like this report very much. It is very clear from the beginning how the process is organized. It includes some students works and photos which document part of the activities. Teacher's analysis of the experiment shows clearly the achievements of children. It can be very useful to show parents how the learning took place.

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Crina , RO                         I like third example.The procedure used by the teacher is explained in detail and is very interesting because it leaves the students the freedom to investigate fully.

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Crina , RO                         I like third example.The procedure used by the teacher is explained in detail and is very interesting because it leaves the students the freedom to investigate fully.

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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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Example 1 (The Stick Insect)
1. The experimenter Report displays an appropriate age group and class size.
2. Investigative question were well framed.
3. The reflection summary gave a clear idea of the movement pattern of the insect.
4. There is evidence of transfer of curiosity from move ment to ingestion to gender classification .
5. Well synthesized data adhering to the 5E cycle of Engage, explore, explain, elaborate & evaluate.

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Example 3 is about density. It is nice and useful.

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Example 3 a very nice application on density. I am thinking of using these events in my classroom.

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I have read the example 2. It is very good explained. The steps are encouraging for every little student.

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I think that the three examples are great and usefull, every one in its level.
Because nowadays I am studing density in my sciences class, I thin I am going to put in practice the third one. I am going to use these charts of experimenter report format because in this way my students and me will order the processes of our experiments in classroom. Great tool.

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nabeul Tunisia
After seeing the well explained video presentation and the example forms, just I can say that you placed us in the right way to know exactly once we have any lesson from which steps we start with which step we have to finish frankly everything becomes clear for me to apply one of these examples in my future lessons. We use most of these techniques but not with this accuracy. But I cannot judge which example I will use as each lesson has its properties and difficulties, so one experimenter report sample can match with a lesson, another one sample cannot, so we need to apply them so that we can judge the most reliable example, and which example can be applied in each lesson. Just one word that such kind of reports makes the work for both teachers and students more efficient

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I like it and I will use it during the lesson "Experimenter report format" because:
1.In each stage, indicates the general and specific activities of the students, the goal they are to achieve and the time to complete the task.
2. Lesson it is well planned and organized.
3. The teacher knows for what purpose he or she should follow the students.
3. There is a place and time to summarize the results, the teacher's reflection on the strengths and weaknesses of the lesson.
I translated with understanding and analyzed in detail the example 1. It is intended for younger students but after modification I can use it for my students 16-18 years old.
It's important that along with the living material for experiments, stimulate the curiosity of the students Here the role of the teacher. And accompany students in the further learning process, support them.

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I like it and I will use it during the lesson "Experimenter report format" because:
1.In each stage, indicates the general and specific activities of the students, the goal they are to achieve and the time to complete the task.
2. Lessonit is well planned and organized.
3. The teacher knows for what purpose he or she should follow the students.
3. There is a place and time to summarize the results, the teacher's reflection on the strengths and weaknesses of the lesson.
I analyzed in detail the example 1. It is intended for younger students but after the modification I can use it for my students 16-18 years old.
It is important that along with the living material for experiments, stimulate the curiosity of the students, here the role of the teacher and in the further process of the student accompany them, support them.

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I like it and I will use it during the lesson "Experimenter report format" because:
1.In each stage, indicates the general and specific activities of the students, the goal they are to achieve and the time to complete the task.
2. Lessonit is well planned and organized.
3. The teacher knows for what purpose he or she should follow the students.
3. There is a place and time to summarize the results, the teacher's reflection on the strengths and weaknesses of the lesson.
I analyzed in detail the example 1. It is intended for younger students but after the modification I can use it for my students 1618 years old.
It is important that along with the living material for experiments, stimulate the curiosity of the students, here the role of the teacher and in the further process of the student accompany them, support them.

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The experimenter report 3, 'Float or Sink' is something I can use immediately as we have the same topics. It allows creation of hypothesis, experimentation, peer work, elaboration, exploration and evidences to accept or discard hypothesis. It addresses misconceptions and highlights strengths, weaknesses and reflection. It is simple, engaging and interdisciplinary.

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I would like to use the Experimenter report in my class, I will use the model for it
"Format of the experimental relationship" which is very useful, furthermore I'll inspired at the module
"FLOAT OR SINK?" because I teach at Secondary level of second
degree and this is an argument that my students approach in Physics, therefore would be an interdisciplinary activity a lot of fun.

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COMMENTING A REPORT
Example 3
It is a very well develop report. It is useful to check if students have learned the topic and allows the teacher to make any modifications in case it was necessary on the go. It is organized, visually useful (because of the pictures it includes), and inquiry-based. It looks that time was managed with a great ability. I liked it indeed.

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I will not repeat what others have already said here. Mainly I think this ‘Experimenter Report’ serves very well both assessment purposes and teacher self-reflection. One comment I would like to add, using example 2 as reference, is how the students are only 5 years old and that IBSE activities can be started very early. These students will grow understanding better what lies behind the scientific process and develop critical thinking skills from a young age.

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Reflection, analysis and synthesis takes learning to next level where students develop life long love for learning . It also helps them to develop scientific approach to learning activity which is a powerful tool for learning science . Experimenter report expands their evaluation and explanation skills.

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I think this tool could be useful, I loved the first one, maybe for pictures.
I am looking for a practical system to organize my activities, so probably I will try with your suggestions

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I have analyzed the report presented in Example 3, because, in part, I, together with my students, have done a similar experiment. The procedure used by the teacher is explained in detail and is very interesting because it leaves the students the freedom to investigate fully. However, in the concrete conditions of the school curriculum in Romania, I appreciate that the time allocated to this theme is far too high. The experiment has several opportunities to alleviate this weak point. For example, this experiment can also be used for other topics within the same discipline or related disciplines - determining the density of materials, Archimedes force, etc.

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I looked at the 3rd example and I think is a good tool to evaluate, share activities. It's time demanding so it's not always worth it but in time it give you an archive of ideas. It's good to share them as well. It helps to follow a IBSE way of proposing the class work.

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Example 1 is very well structured and must be really helpfull. I liked illustrations or more questions

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Experimenter report: an interesting technique to reflect and possibly enter into a process of action research. I think it is also interesting if students and colleagues provide feedback also.

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I have focused on the third example because the age of the students is similar to mines. It is based on observation and experimentation after purposing a very structured and planned activity. The students will gain knowledge by asking questions, making hypotheses and building and revising their theories that could explain the facts which are the goal of the learning. The teacher will make especial emphasis on ‘how the students come to know what they know’ and the assessment will be focused on the progress of skills development and content understanding more than in the results of the experiment.

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I like all three examples of reports. I would sing specifically the first and third where the activities are described with a lot of pictures. Thank you for these examples of reports that I will safely implement in practice.

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Reading the third example we can see clearly the aims of each activity, what the students are doing and teacher’s role. The ERF allows retracing the whole activity. I find interesting the last part the “Observation and findings achieved” I especially like the reflections on student’s’ learning and that it explains difficulties and suggests how to overcome them.

Finally, I would like to say that I find the Experimenter Report  Format a very useful  tool  to document, to share and to reflect on inquiry activities. Teachers from the Science department in my school are trying to gather information about the experiments our students perform and organise the research work. The ERF could be helpful for us.  But it worries me that introducing it would take time and I am not sure everybody would agree to invest time and effort in implementing it.

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All three cases were very useful for me. Perhaps I would point out in particular example 3, which was very precise, professional and clearly written.

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All Experimenter report are very interesting but I prefer the first one. This report has been written in a clear way and can be used to another teacher to repeat the activity. In my opinion this activity is adapt for greater students too. I like too much that students develop observation, the ability to reproduce with designs what they have seen, make questions, answer questions, discuss among them.

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All examples are excellent, the most appropriate is 3, since I teach older students.

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An excellent example of organizing the time. It provides all the parts of learning through research.

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I find the Experimenter Report Insect (example 1) interesting. It allows the student some freedom when performing the actions. In addition, it brings into play different skills, in addition to investigative: taking notes in the notebook, drawing, working as a team, etc.

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Przeanalizowałam przykład pierwszy. Podoba mi się. Dobrze jest zobaczyć konkretne przykłady. Widać, że rozwijane są tu kompetencje kluczowe u uczniów.

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Experimenter Report nr. 3 is complete and reflect very well the IBSE activity.

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I firmly believe that experimentation is the basis of learning science, seeing the movie that I found very interesting I could see that the activity experimenter report I could adapt it to my students even if they are older.

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Exemples 1 and 3 are both very good. However I prefer the 3rd one, because is clear, professional written with suggestive photos and also reflections.

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Example 1
very well structured and must be really heplful both for the teacher and students. I liked illustrations, but for older studetns would use more examples.

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Example 3: The teacher who wrote this experimenter report brought up an important issue in his reflection. It happened to this teacher that his students chose a method that did not bring the students to the aspired result and led to “a large dispersion of energy and time“. I can imagine that managing time during IBSE activities can be hard if the students are on the wrong path. You have to choose in this situation if you guide the experience and limit their “freedom of approach and autonomy“ or grant that it will cost a lot of time.

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There are three good example about the explanation. I could say the first is a good way to stimulate older students (11-13). I’d add more insects or more question, but I really enjoyed Reading this example

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I enjoyed reading all reports and found them interesting. Example 3 was precise, clear and engaging. The text is well written and I like the fact that there are pictures. It is an excellent tool.

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Example 1: The report is very useful, it helps to didn't forget any phase of sperimenting. It can halp students to focalize and reflect on the different phases of sperimenting and it can help teacher to monitorize every phase.

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Example 3 is written so presicely that any teacher could replicate the activity in their classroom. The Experimenter Report helps the teacher to improve or change the activity next time.

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In my opinion this example is really well prepaired. The tasks are clear and it is described in an easy way, so it ist clear, what the results should look like. I especially like the sequence of reflection about the work in class in the end.

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I think that Experimenter Report very useful. I have never used it before. On this way, students can easier learn something and this is more interesting way for learning. For me personally, examples 1 and 3 are more interesting than example 2. Example 3 is somehow maybe closer to my profession.

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II choose activity number 3, because I propose it to my students this school year and I think that I could do better next time, using this way to operate during the experiment

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Experimenting is the fundamental link in scientific learning.
I believe that it is also of fundamental importance to make use of external experts who, through their in-depth knowledge, can provide specific experiments for the various scientific learning

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Excellent activity. Thanks to the experiment, children will remember the material. It will also provide an incentive for those students who do not really want to work

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We analyzed and appreciated Example 2 "Making the Bread", which is addressed to 14 pupils. Planning activities is based on the observation of all phases from seed to wheat. New questions are added, kindergarten pupils watch the reality, are stimulated to reflect, to share in the community. Several difficulties have been identified in the implementation of the project (group work is difficult, limited period of co-presence of teachers or the project was intended for children of only five years).

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seeing the film really interesting I noticed that the activity experimenter Report is aimed at children of nine years, but I think I can very well adapt it in my classes and classes of pupils from 14 to 18 years, choosing the appropriate topics, Example in fourth I can use it with the topics of anatomy and physiology of the human body

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Although activity Experimenter Report Insect is intended for 9 years I think it can be done even with older age (eg 13 years). The stick insect is a great example of insect adaptation. I would accelerate activities for a month. In the example of Stick Insect students would also learn the insect anatomy - observation, investigation. Easy activity for the beginners.

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Despite I like insects and in one of my classes we going to face with this topic, I have read the experimenter report "Sink or Float", because my students' age is between 13-19; I have noticed that the activity need very long time and and this is the main problem for me that I have two hours a week, agreed with the "weakness" illustrated in the video. Having said that, I found the activity to be very exciting, although I think I still have doubts about the evaluation of the same - there is a need for practice and time. The established format is very useful and I think that, at least at the beginning, it is to be preferred at the one with sequence without a precise format. Finally, I suppose that the time scheduling must be very rigid and this could be a problem in certainly classes.

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The Experimenter Report on Exercise 3 addresses to middle class students and it is more interesting for me since I teach students aged 15 – 17 years old. I think it is a well structured essay, which would help me a lot if I would try to carry out a similar IBSE activity plan. Students participate having a lot of freedom in their thinking and designing the experiments, even if this is frustrating sometimes for the teacher. I believe that this depends on the experience of students on such activities. Teacher can find basic directions on his role in the activity and the possible weaknesses of the activity are pointed out, which is really one of the strengths of the Report. Photos help a lot as guiding lines. The comments of the teacher under the title “EXPERIMENTER OBSERVATION AND FINDINGS ACHIEVED” are a good tool for disseminating the outcome of the activity among teachers.

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Feedback of Example 1:
I really like this example because it's a biology question, and is one of my favorite concepts.
I think all the students show a lof of engagement in the observation and making another question to keep the interest.
I think at 9 aged, all the students have a lot of questions, and they need to explore the world.
This experiment is absolutely interesting because one of the objetives in new education model it's make question about real life to make more concern our students.

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Feedback of Example 3: I have read the report and I think that it is a good plan in IBSE method. I'd like to have some rubric about assessment, but I think that teacher gives oral feedback as formative assessment.
I think that digital skills are improved in students through this activity. I think that this stimuli can motivate students, so groups can give different conclusions about their experiments.

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Activity feedback - I think the activity is quite fun and interesting and allows students to be curious and inquisitive. I would be hesitant as students might hurt the insects if handled inappropriately.

Experimenter report: an interesting technique to reflect and possibly enter into a process of action research. I think it is also interesting if students and colleagues provide feedback also.

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I’ve chose the FLOAT OR SINK? module because the activity is targeted to 13 aged students, closer to those with whom I usually work in secondary school.

The whole activity is well-balanced. I would suggest starting with a day-to day life example, like diving into the sea and then coming back to the surface.

The activity is easy to reproduce even in schools lacking a science laboratory; materials are easy to find and can be used without any risk for students.

The author highlights one of the main problems arising when doing IBSE with our class: supervising 30 (or more) exuberant teenagers working in a crowded lab is sometimes so hard that you interfere much more than you should: maybe it’s unavoidable, but frustrating yet.