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I would use this  approach where/when I need to help for my students to promote their life skills such as communication and collaboration. This approach also helps the students to reflect what they think and how they feel for the ethical issues. I want to teach for ethical issues

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I will use it in the following discussing:
1. Stem Cell
2.Vaccinations

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I would apply them each times I would involve my students through communication and collaboration

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Yes, I would like to do the P4C. I think it is a very good way to check skills on microbiological basis.

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I will definitely use P4C in the future. I have discussed many ethical issues in the past such as our role in climate change, the ethics behind energy usage, mining for materials, is it right for elderly people to become parents, should species be protected from extinction even if they wouldn't survive on their own in the wild and so on. But with this framework and structure I am more confident to carry out the discussions in class in the future. I feel I would have interfered too much in the past in their debates and voiced my own opinion but I will refrain from this in the future.

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I would use P4C approach where/when I need to help my students to promote their life skills such as communication and collaboration. This approach also helps the students to reflect what they think and how they feel for the ethical issues.

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The use of stem cells for research.
Space exploration, and using other planets for resources we have abused on Earth.

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Up to now I would have taught mainly facts to my students but this approach is changing as we now want our students to be critical thinkers and be able to analyse information including the ethics, bias, reliability of information . This is important in scientific areas/issues such as stem cell research, climate change, ethical use of new technology etc,
The more they are involved in this relevant questioning of a topic, the more comfortable and confident they will become in their own knowledge and abilities.

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In my opinion P4C is very useful for students, it helps to understand the meaning of the task. It is absolutely fabulous because all students has chance to talk, to present their taught and there are no silly question. each of them can inspire others etc.

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I'd use this approach at a start to discuss subiect as vaxines, climatic change to find out why they are so controvesial even if the scientifical positiona are clear. Then, in the upper classes, I'd like to cope with more etical issues such as the use of Crispr-cas9 tecnology. An hard problem is, sadly, the number of students in each class.

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I would use P4C in my classroom when the topic is suitable for philosophical discussions

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In my opinion P4C is a very interesting tool to discuss in terms of ensuring everyone's participation, and because students provide a conversation environment in a discussion environment to listen to each other. But to do this, classes should not be crowded. Perhaps this can be discussed by showing a deduction from daily news in elective science practices.

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Military uses of science discoveries

Scientific revolutions: ways of thinking

Use of new technologies which effects human societies: for example, smart phones, inteligent cars, internet, ....

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P4C is great to create a discussion in class: vaccines, trangenic foods or animals, embrionial transplants... It is very important not only to learn about those topics but to produce an opinion on their own.

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I would use the P4C model to:
- understanding the role of electronic components in a circuit;
-comparation of integrated circuit manufacturing technologies;
-determination of the design method of logic circuits;
- electronic waste - protecting the environment

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Since Biology is such an ever-changing subject, there are many fields where P4P can be applied: such as vaccination or genetically modified products/foods, cloning or embronial transplants...

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P4P is very interesting and I belive that me as a librarian can do it with a su theme "Which books were banned during history and why?"

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I would like to apply P4C in my classroom to discuss about Genetic, GMO, Climate Change..

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I would like to apply P4C to every potential subject, food growth and nutrition, climate change, life on our planet, genetics, in order to let students learn the subject and its importance and the ability to think about it independently and with their own mind.

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The P4C technique is not an activity for science teachers.

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I will encourage students to discuss complicated questions and burning issues as a community of inquiry.  I think that P4C is a powerful tool that enables to provoke meaningful discussion based on critical thinking.

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- genetic engineering
- GMO
- organ transplants from animals
- cloning

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P4C could be applied in temes like GMO

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I think that P4C is a very interesting tool to improve the critical thinking. It can be used in lot of parts of science.

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I think P4C is a very interesting tool to discuss in terms of ensuring everyone's participation, and because students provide a conversation environment in a discussion environment to listen to each other.

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I think that P4C is a very interesting tool to get everybody involved and to discuss ethical issues, and is especially useful because all questions matters and the students are forced to listen to each other. I would use it to introduce topics such as vaccinations, climate change, genetic engineering, etc.

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I think P4C is a great tool to help students to develope the ability to think critically and articulate their opinion.

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I will try  to use PC4 for my young learners who are in primary level to promote their success of thinking ability

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There are many themes in which we may use p4c, such as nanoscience, vaccinations,  or even reviving ancient or extinct species by scientists.

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I think P4C could be used a couple of ways in science classes. In using the 5E method of instruction, a well crafted P4C activity could serve at the Engage to introduce a unit of study as well as an Elaborate or portion of the Evaluation at the end of the unit. The example from this unit would make a great way to start a unit on genetics to motivate student interest in the topic. The questions generated could be addressed and further explored as students learn more about genetics. Coming back to the P4C at the end of the unit would be a great opportunity for students to apply the knowledge they have learned in a real world context. Other topics that might be appropriate in live science would be genetically modified foods, global warming, climate change, population growth. or arguments about vaccinations.

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I'm interesting to P4C because promote critical thinking and reflession

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I would apply P4C in my classes using games and stories, because often kids enjoy it.

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I think P4C can be the perfect tool for further development selected topic, especially the development of critical thinking.
The following topics I would like to try help method P4C:
1. Abortions
2. Euthanasia
3. Drugs used in treatment - morphine, codeine, marijuana
or a closer theme -> insemination of cows again and again to produce large quantities of milk

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In a sentence, P4C it's a good tool to promote the student's critical thinking.

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I think P4C can be an excellent way to stimulate students to articulate their opinions after investigating/ learning a certain topic so that they can develop their critical thinking skills. Actually this links perfectly with criterion D -used to assess science in IB (MYP)- that is " the impact of science-. we could talk about 3D bioprinting, life expectancy and resources, to the right of future generations to access those resources, sustainability, GMO...

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P4C could be applied in temes like GMO, Environment, Sustainable development, human rights,...

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I just applied something similar when treating the subject of mutations in genetics. The stimulus was the trailer in "Spiderman" when Peter Parker realised to have earned a great power after the spider sting.
It was not actually a P4C (I didn't know it yet), rather it was a discussion or, likely, a sort of a debate on pros and cons of eugenetic treatments.
The experience was satisfying even though I found it very difficult to moderate the discussion so that at the end of the session I was not sure that the main points  of the discussion were all clear to all the pupils (15-years old students in a technocal secondary school). However, those students who had participated were enthusistic about the experience.
It is my intention to repeat the experience following a P4C protocol to overcome my weaknesses.

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I'm not a science teacher (I'm school librarian) but I can see some interesting ways to implement P4C in my field. It could be interesting to use it while working on information, research, making a critical evaluation of different knowledge sources are working on better ways to determine information classification or data organisation.

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As a professor of Physics and Chemistry would approach the installation or not of nuclear power plants for energy production.
It would promote discussion around pros and cons; environment, radioactivity, employment, development, ...
To facilitate the presentation of arguments and the demystification of the topic, reducing pre-conceived ideas, would promote a role play activity, with several "characters" interested in the topic, in the form of political decision.

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My students are happy to listen to texts from small encyclopedias, newspaper articles, texts of interesting geography: stars and planets, the environment and climate, the sea and its treasures, our food, and many more. Then we discuss and ask questions, exchange content and experience.This creates critical thinking and promotes their knowledge and encourages them to reflect on the philosophical issues of life. Activities can be repeated in the following classes and follow the interest of pupils on topics, different discussions through different forms of work, various debates in which one side is for and the other is against with clear and solid arguments.

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This methodology can be used in a variety of topics: genetic engineering, environmental protection, life, health, death. Interesting topics were suggested by colleagues. All the steps of the Philosophy of children inquiry are very helpful. Be sure to try.

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I would apply P4C in my classes using games and stories, because often kids enjoy it.

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evolution and genetic questions

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P4C could be applied in temes like GMO, Environment, Sustainable development, human rights,...

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Almost every aspect of life sciences have potencial for the use of this methodology. From food and GMO, genetics, environment, man and the environment...

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P4C could be applied in biology in a number of topics including
and other methods vaccinations, be applied in the Reproducere from animals, etc

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I could use the movie "The island" as stimulus and lead a discussion about genetic copies of human beings to be used as replacement of original ones.

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Evolution and genetic questions

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I would use it to explore the implications of genetic manipulation in agriculture, medicine, etc.

It could also be used to address man's role in environmental issues, sustainable development and how we each have an impact on these issues.

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I often ally P4C in my classes because I am teaching Politics and economy and religion.
So I would take for example the film Mar Adentro from Amenábar to discuss the question of a dignified death (Religion)

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türkiye
genetic engine ering

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I have used methodologies similar to those discussed in this module to treat vaccinations, the existence of soft drugs and I will use the steps of the P4C to talk about GMOs and genetic engineering

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In my class I will use a video to stimulate the children.
After that, I will let them time to think about and formulate questions in their head.
Than we can work in a circle say questions related to the given topic.
It will help them to use critical thinking and to understand some topics in another way, not only from their own point of view.

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Genetic engineering, genetic manipulation, GMO food....

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I have been using something similar to P4C promoting debates in my classroom about some issues of the climate change, the use of nuclear energy, the use of robotics instead of humans and all those kinds of things that will be crucial in the near future.

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Genetic engineering,

Evolution

Vaccination

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Konya / TURKEY

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lassroom?
European Schoolnet Academy
 +  20
●

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A lesson about the impact on the P4C economy will bring cleaner, more air and economic use in the daily use of cars in electric engines that will replace old, more polluting engines

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I would use videos as a stimulus tool. In my personal experience, students are very attracted to the videos.
A Philosophy for Children Inquiry can help them become more critical, get used to thinking for themselves and express their opinions better.
Among other topics, I would like to delve into the fake news and the use of plastics.

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I think that for those who teach biology it is a useful method to have students' critical awareness implemented

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Using the material I have learned, now good, adapting it to the subject I teach.

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I can use these topics by connecting with my science topics in classroom;

How does science operate?

What counts as science?

What makes science different from non-science?

What is science good for? What is it not good for?

Are there (potential) conflicts among science, politics, ethics and religion? If so, how should such conflicts be resolved?

Am I the same as my body? If not, what‟s the relationship between my body and myself? Body and personhood?

What kinds of knowledge are available through the body?

Are there any unnatural forms or uses of the body?

What is health? Are there different kinds and degrees of health, and if so, how should they be valued?

What is death?

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organ transplant from anımals
clonıng

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I will try to implement this new highly useful teaching model to boost learning.

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Genetic engineering, Genetically modified crops/animals
Evolution
Vaccination
Reproduction-IVF, cloning, stem cells

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1. Red meat production in laboratories
2. Testing of drugs on animals first.
3. Electrically operated cars.

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I think I would apply P4C to lessons. Recently, I read that to distinguish between fake news and science-based information, the researchers have demonstrated how Artificial Intelligence (AI) can be used to write false news with a minimal contribution of people. The OpenAI Organization, among whose supporters including Elon Musk and Microsoft, has decided not to fully publish the system code, known as GPT-2, because of concerns about how it could be misused to massively produce false compelling news. Instead, OpenAI released a limited version.
The team working on this project has developed a way that AI can continue to write independently articles using a data set of eight million pages starting from just a few lines written by man.
Specifically, data obtained by accessing external referral links from the Reddit news aggregation social site, with at least three votes - an indicator of quality and importance.
Some examples published by scientists demonstrate how false claims, such as the one that recycling is harmful to the planet, are written by AI in an authentic tone.

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I think I would apply P4C in a lesson about the implications in the economy, in the daily use of cars on electric motors that will replace old, more polluting engines

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-genetic engineering
-organ transplants from animals
-cloning

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I think P4C could be used in Biology:
-genetic engineering to cure cancer,for instance
-cloning parts of human body.

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P4C could be applied in Biology in the topic of IVF.

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I would use it in discussing the following topics:
- Stem cells
- IVF
- Genetic Screening
- Genetic engineering and GMOs.
- Vaccinations

These discussions allow students to share their opinion, listen to the opinions of others, questioning others, and to develop their skills in communication and organisation.

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I think biology is very diverse in this matter and there are many topics which can be discussed philosophical.
For me it is really important to ask the pupils if eating animals and their products is ethically right or wrong or any of both and what effects does it have, what could help against the effects or is it even important to react in any way.

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In biology there are many topics that this method can be applied on, such as genetically modified foods, vaccination (important due to the "movement" of the anti-vaxxers), modifying genes of an embryo or a fetus, etc. This method would give the students the opportunity to make up their mind about topics, which are either highly discussed, which need to change, or which every person should know about, and they can engage in a conversation about it, practicing their argumentation skills.

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GMOs
vaccinations
genetic engineering
cloning
organ transplants from animals

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P4C could be applied in Biology in a number of topics including
Reproduction IVF and other methods
Genetics Engineering and Profiling
Microbiology Use in genetics, vaccinations
Evolution Theories

I liked the GATTACA clip as it was relevant and gave the students a stimulus to provoke many questions. So i would use a video clip or newspaper/ magazine article

I would then allow time for them to think themselves , followed by time to share and discuss in groups and come up with their best question

i would put these questions on the board and ask the groups to place the questions into the grid.
I would give 1 question to each pair and ask them to discuss and share and then ask for other contributions from the class.