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2.6. Tips and advice from successful practitioners

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2.6. Tips and advice from successful practitioners

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To implement the project in the classroom:
Identify and propose the issues that will be investigated
Set goals | goals to achieve
Establish tasks and rules for investigation.
Define student groups
Formulate the hypotheses, make the observations, analyze the results and present conclusions from each group and the whole class.
Provide Feeback
Evaluate the experience

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2.5. Analysis of classroom implementations – 4th Example

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2.5. Analysis of classroom implementations – 4th Example

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I think that the activities are very interesting and motivating from an experimental point of view in which students can achieve good results and succeed in learning.

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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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I consider that both activities are very interesting and motivating from the point of view of the learning teaching process. However, as a mathematics teacher, I will only be able to prepare a project work in collaboration with my colleagues in the area of science

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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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1. How can you motivate your students at the beginning of the class?
I use a video to introduce the topic to be related with their life interests.
2. What can be the reason for equipment not being written in the lab record?
To give the students the chance how can they investigate on their own.
3. Why should students start with tasks 2 – 3 – 4?
They must have the opportunity to reflect on what they are going to do or to make hypothesis.
4. What was the teacher’s role while students worked?
The teacher role is to observe, to encourage, to motivate and to provide help when the students need it.
5. What was the students’ role during their work?
Group work to solve the problem, collaborate together and to share the ideas.
6. What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?
The evaluation of the activity is important, because in this way we can, from the experience that the students performed, to identify the competences and the capacities that they reached.
7. What do you think about students‘ hypotheses? Would the hypotheses of your students be different?
The students' hypotheses are reasonable as they are in accordance with their knowledge and access to information
8. Why do you think it’s important that students were asked to make their own general conclusion from video/text?
Improve their learning by means of the conclusion of their hypotheses
9. What was the aim of the final revision?
Share the ideas and the knowledge

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Course Map
https://www.zeemaps.com/edit/cv0zId_xkFHSi1MDlJ5MuxN8Upj

Quizz: 25 Abril; Check FAQ; Short Video peer View; Pass...Course; All spaces; 3

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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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I Use this Mentimeter to share your opinion, or go to www.menti.com and use the code 49 67 51

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In my opinion, when one proceeds to the investigation of a problem, theory and practice complement one another because one does not exist without the other. It is necessary to resort to a methodological procedure in which a theoretical frame of reference must be constructed where it contains elements that are relevant to the understanding of the object of study, and concepts and definitions are needed.Thus, a model of analysis (methodology) must be formulated the hypotheses of work, have a methodological framework and resort to data collection and processing techniques. In the context of the classroom, I often resort to experimental data so that students in their own learning grasp and conjecture results, deduce concepts and, alone, be able to formalize the theory.

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From my point of view, I believe that bottle A contains less sugar than bottle B, whereby the fermentation and / or deterioration process was superior as it did not contain the necessary amounts of sugars for the appropriate preservation properties.

Hypothetical 1: In jar A the jam was not pasteurized enough

Hypothetical 2: In the Jar A The amount of sugar was not enough to start the preservation properties

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1.2. From the situation to the hypothesis

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1.2. From the situation to the hypothesis

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The two jams differ in the amount of sugar present in the process. The Jam A has less sugar than Jam B

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In the classes of biology or chemistry we use experimental classes to explain how the process of anaerobic fermentation of transformation of a substance into another from microorganisms, such as bacteria and fungi, called in these cases of ferments. Thus, the more sugar is put into a container (test tube), the more yeast activity will be observed and consequently the more gas will be produced at a certain time. Yeast gas formation depends on the sugar concentration.

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The protocol of the experiment is simpler than that demonstrated in the video. The difference is in the concentration of sugar used in the fermentation process.
When more sugar is used, it is the preservation and preservation of the jams / foods, because the high sugar content inhibits the activity of the yeast so that the yeast process does not materialize.

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The self-reflection tool is very useful in that it allows me to reflect on my classroom practice in the context of the classroom. I will share this tool with my colleagues in the experimental sciences.

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1.6 How to create inquiry-based learning questions (OPTIONAL)

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1.6 How to create inquiry-based learning questions (OPTIONAL)

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1.6 How to create inquiry-based learning questions (OPTIONAL)

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1.6 How to create inquiry-based learning questions (OPTIONAL)

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I Use this Mentimeter to identify which are IBSE-oriented questions and which are not, or go to www.menti.com and use the code 14 21 21.

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Self Assessment

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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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Every day we are in a situation of permanent learning. we learn from our mistakes, with students and with other colleagues from the same academic and professional area. If, on the one hand, teachers learn from mistakes, it allows them to constantly reflect, to implement differentiating pedagogical strategies in the classroom and to improve their professional development. On the other hand, students can instill critical, scientific and creative thinking, the spirit of discovery, formalize the hypothesis and search for theoretical mechanisms that allow us to prove the conjectures.

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Self Assessment

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3.1 WEBINAR: Science and education in transition

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3.1 WEBINAR: Science and education in transition

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Webinar on Wednesday, 28 March at 17.00 CET

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3.2 The relevance of new discoveries in life sciences

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3.2 The relevance of new discoveries in life sciences

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I think that the use of technology and digital tools in a correct and adequate way is a great support for research in all areas of life sciences, namely in genetics, biomedical, among others. However, the bioethical sense must always be clear so that the limits are not exceeded and there are no constraints or impediments.

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Video about DNA

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3.4 Ethics, life sciences and CRISPR: Activity

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3.4 Ethics, life sciences and CRISPR: Activity

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I think this activity is very specific for a certain science.
I teach Mathematics, so it's not my field of work and I do not know how to solve this activity. I tried to understand and do online research to solve the problem, but I'm afraid the answers iI found might not be correct.

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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)

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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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Steps

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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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I think it would be more enriching if we had used other digital tools like Coggle or Popplet.

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3.8 Philosophical inquiry activity (OPTIONAL)

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3.8 Philosophical inquiry activity (OPTIONAL)

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Forum

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I think P4C is very interesting and it is a pedagogical approach to encourage and foster interest in learning and formal and non-formal knowledge. In the classroom, I frequently approach topics related to human life to stimulate their interest in this subject. I present arguments with philosophical questions to be debated and reflected.

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Self Assessment