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Motivation is extremely important in conducting such a project, thus the relevance of its link to reality

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1. I could show them two photos of different food examples, with and without starch
2. It works as a
better motivation
3. It is useful to
seek and find their alternative ideas. Also engages them more in the problem
solving activity
4. Supervising and
ready to help when there is need
5. They worked like
young scientists, with the steps of scientific method
6. Good, with a
relatively big percentage of participation
7. The hypothesis
of my students  were almost the same
8. It highlh implements
them  into the learning process.

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attention and arousal

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to Inquiry based learning, teacher is guide .Students are researcher.Students are using video,text,experiment  and conclude .

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guiding the role of the teacher in running the students. guided. and students are researchers. An interrogator. skeptical.

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1. I try as much as possible to relate to real life examples. If there is something that I can bring in the class and show for e.g fungus mould with microscope I do not hesitate
2. Equipments were to be decided by the students, this helped them to be more responsible and increased their decision making
3. Students have general information about starch before beginning. Students were asked to predict so they can find out if their predictions were correct.Students were made to set an aim before beginning with the experiment by formulating their hypothesis
4. Teacher is a facilitator and mere observer to keep a watch on the students and also the safety
5. Students had maximum role to play as they were discovering everything on their own
6. The students conducted the activity themselves and came out with the solution that starch is the correct reagent. It had a lasting effect as it was based on the principle of 'learning by doing'
7. The hypothesis could change based on the way the students looked at it
8. So that the students are observant and attentive throughout. Also each students looks at things with their own perspective and will conclude accordingly
9. To check the relevance in daily life

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1. How can you motivate your students at the beginning of the lesson?
Students become self-motivated when they realize that information is related to real life.
2. What is the reason for not writing the equipment in the laboratory register?
The decision makers are themselves.
3. Why do students begin with 2--3-4 tasks?
The KWL scheme in the different versions is important for students to be aware of their own learning.
4. What was the role of the teacher when the students were working?
It should just be a guide.
5. What was the role of students in their work?
To learn through group work.
6. What can you say about the event evaluation?
Individuals who understand how to relate information to life are easy learners learn.
7. What do you think about students' hypotheses? Are your students' hypotheses different?
Hypotheses are similar.
8. Why do you think students are asked to extract their general conclusions from the video / text?
They learn to reveal their own results and learn to make logical verifications of their results.
9. What was the purpose of the final revision?
The student shares his or her results with the rest of the class. It is provided to improve

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Motivation is extremely important in conducting such a project, thus the relevance of its link to reality

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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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Questions
1-How can you motivate your students at the beginning of class?
2-What may be the reason the equipment is not being recorded in the laboratory record?
3-Why should students start with tasks 2 - 3 - 4? *
4-What was the role of the teacher while the students worked?
5-What was the role of the students during the work?
6-What can you say about the evaluation of the activity (from the point of view of general study skills and after chemistry)?
7-What do you think of the students' hypotheses? Were your students' hypotheses different?
8-Why do you think it is important for students to receive their overall video / text completion?
9-What was the purpose of the final review?

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1. At first, I usually prefer to present them a topic or idea or hypothesis that captivates their interests and motivates them.

2. Probably to incite students to question themselves.

3. Students recall and activate prior knowledge and start formulating hypotheses and making predictions.

4.  The teacher observes and guides.

5. Students experiment, make predictions.

6. Students are encouraged to draw conclusions.

7. I think that my students’ answers would be similar.

8. Students develop metacognitive strategies and reflect on their own learning process.

9. The revision facilitates the exchange of the results, the feedback and comparisons.

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2.3 Example 2 Questions and Responses.docx

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1. Talking about everyday life (diet, food, weight gain).
2. To test if students can select the adequate equipment for their work.
3. To collect the prior knowledge.
4. Observer and motivator.
5. Applying knowledge (testing hypothesis), conducting experiments, recording results.
6. It gives them credit for trying and points out that every result is a progress in the research (even negative one).
7. More or less the same.
8. So they themselves estimate what information is important.
9. Overall overview to check if everyone in class understood the materials.

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1. I can  motivate my students, at first riddle or proverb and they can solve.
2. In order to activate them questions themselves.
3. Prior the experiment related to the subject
4.Observe and act consulting
5. Studets are active and resolve
6. Compare your result with your colegue

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

By using materials from everyday life.

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

In order to activate them on questioning themselves

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

To collect information and form suitable questions

  What was the teacher’s role while students worked?

Observe and act as a consultant

  What was the students’ role during their work?

Working in groups, making hypothesis , experimenting, discussing results.

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

Self-evaluation gives them the opportunity to remember all the steps of the procedure. Compare the ideas and results with their colleagues and to find common results.

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

Expected from them and from my students to

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

To improve their self confidence and on the other hand to rise up misunderstandings.

9.        What was the aim of the final revision?

To rise up the outcome.

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1-The different foods and experimental materials put into the containers are remarkable.
2-The reason why the equipment is not written is to increase the curiosity of the student.
3- Prior to the experiment related to the subject, students should start with questions 2,3 and 4 to determine their readiness.
4-Teacher is explanatory and guiding. It guides students to access information instead of providing information.
5-Students are active and participating in the course. It controls the preliminary knowledge and creates hypotheses. He tests his hypotheses and gets to the end.
6-The activity is quite impressive in that the lesson shows a permanent learning and how much it affects our lives.
7-Of course there are differences, which is quite normal.
8-To make permanent learning by doing.
9-Introducing the results of the class and understanding whether the targets are attained or not

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1. I can motivate my students, at first with a story and a dilemma they can solve.

2. Reason: The equipment is not in the lab.

3. Students start with tasks 2 - 3 - 4, because they will say here they know about the presented objects, make predictions, hypotheses, etc.

4. The role of the teacher while students were working was to observe how students work and to intervene when they feel it is necessary.

5. The role of students during their work is to actively participate in the activity and to assist their teammates in carrying out the experiment.

6 and 7. About students' hypotheses in questions 6 and 7, I can not answer because I do not understand the language used in the video.

8. I think it's important for students to be asked to make their own general conclusion because we see if they have understood what we wanted them to learn.

9. The purpose of the final review was to see if the results are conclusive and similar, and to see what they knew at first and what I know now after the experiment.

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1. To create curiosity  bringing Science experiments to daily life.
2. The equipment is not in the lab room.
3. To stimulate prior knowledge and start askuing questions.
4. The teachers' role is observating.
5. The student's role is active, they are engage in the experiments.
6. After the experiments with the resoults they made conclusions.
7. I think that more or less will be the same for the same  student's ages.
8. It's a way of made them thinking in an active way and aware of the outcomes of the experiements.
9. General feedback, pros and cons of the experience. Improvement for the future experiements.

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1. Starting with an interesting sentence.
2. Not to direct students.
3. Prior knowledge of the students
4. To control them but not to direct only guide them.
5. To share ideas and listen their friends

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1. Showing diferent food products in cubes with they know form dayly life
2. The equipment is not stored in the laboratory documentation becouse students can have own propouse wha touse to the experience.
3. The have to focus on the problem first not on laboratory equipment.
4. The teacher observe what the students do, sometimes giving ask about what they do, sometimes giving  smal task.
5. During the work the students have to thinking about how to solve the problem, read the  instruction, in small group , try to do own experience and describe results.
6. They make a conclusion  and make a hypotheses.
7. I think that my students would have a similar way of thinking and reasining.
8. To To create one correct solution
9. Excitation of curiosity, and acquiring knowledge through inquiry

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1. Showing them different materials or products (can be rare or  everyday products)
2. They write in order to remember
3. Because they give you clues before staying with the hands-on activity.
4.Teacher just watch them.
5. they try different products mixing them (some of them in a organized way and other not)
6. they make a conclusion.
7. my students hypothesis would be the same
8. Because that makes real learning.
9. to give them enthusiasm to continue investigating and also to express themselves

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1.I can motivate my students to see the different materials and to increase their curiosity.
2. To be more creative
3.To know more for investigation and to formulate hypothesis.
4.Teacher just watch them while they are experimenting.
5.Students works in groups and colaborate with each others.
6. They make conclusions.
7. The hypothesis of my students will be the same.
8. To learn what is important and to make there own conclusion.
9. To summarizes the knowledge- feedback.

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1. Motivation is very important. I am trying to bring something interesting to the lesson, some subject, so as to arouse their interest.
2. Because these are things available in homes.
3. Before starting the practical work they should  plan and organize research the topic in a way that allows them to make predictions.
4.  The teacher supervises and gives instructions if needed.
5. Organizing and condukting the experiment.
6. students are encouraged to carry out experiments, drawing conclusions and making hypotheses.
7.  The hypotheses of my students would be similar
8. Because it requires concentration on their part and thinking.
9.acquired knowledge and skills allow you to make conscious purchases

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1. 'How can you motivate your students at the beginning of the class?' With an engage activity.

2. 'What can be the reason for equipment not being written in the lab record?' Maybe because the students will choose which kind equipment to use after they formulate their hypotheses.

3. 'Why should students start with tasks 2 – 3 – 4?' Because it is important to collect their previous knowledge about starch and to motivate them to formulate hypothesis.

4. 'What was the teacher’s role while students worked?'
He was a facilator: he circulated into the room while the students are discussing a problem, he observed them and if they asked his help he supported them.

5. 'What was the students’ role during their work?'
They developed their experiment with observations, discussion in group, tried to do react the diverse products with the specific reagents. They annoted their observation.

6. 'What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?'
In this video emerged the self-evaluation of the students: they were the protagonists of their learning, they acquired new competences and abilities during the experiments.

7. 'What do you think about students‘ hypotheses? Good and 'Would the hypotheses of your students be different?' Not completely

8. 'Why do you think it’s important that students were asked to make their own general conclusion from video/text?'
Because it allows them to reflect to own learning path and to highlight possible misunderstanding

9. 'What was the aim of the final revision?'
It allows to reinforce the obtained knowledges during the IBSE activity

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1.     The students brainstorm about the general topic, familiarize themselves with the specific aspects of the topic by exploring several resources (movies or lecture materials) , and stimulate their prior knowledge.

2.     The students must to write in the lab record the needed tools. The aim is to help the student to remember, to structure, and to think.

3.     In the 2 – 3 – 4 tasks the students make observations, search information, identify the problem, define the problem, make questions, declare  hypotheses , make predictions etc.

4.     5. The teacher is the facilitator of the learning process. Teacher roles in inquiry were defined as “actions, verbal interactions with students, and responsibilities undertaken to support students’ participation in components of inquiry such as projects, experiments, laboratories, hypothesizing” (Aulls and Shore (2008) p. 14).  The students take the lead, and the teacher acts as a consultant.

6.     The students evaluates the validity of the data, or the method(s) used to gather the data. They perform data analysis and evaluation of evidence.

7.     The hypotheses of my students would be similar.

8.     Yes, it is important that students to make their own general conclusion from video/text

The aim of final revision is to communication, to describe, to evaluate, to discuss and to share the outcomes of their inquiry with others.

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1. Before the lab, watch the video and ask some questions that will be answered at the end. Achievements!!
2. They do not have prior knowledge, they do not have enough information and it prevents them from organizing their work. However some make simple records.
3. Before starting the practical work, research the topic, generate information and organize in a way that allows them to make predictions.
4. It gives you freedom to experiment, observe them.
5. Some disperse their attention, others show enthusiasm and experience simply mixing. They watch
6. A very complete evaluation, take from the beginning, classify the information, participate in the group, provide more extensive information and record data and link with real situations.
7. They are able to propose a hypothesis, now their information is organized. I think my students would make a similar hypothesis.
8. To build each one's own knowledge, generate new expectations and continue researching.
9. The enthusiasm to contribute and share with their group their new knowledge, what they liked the most. Surely they are motivated to continue investigating.

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1. Motivation comes from luring their interest in the theme.
2. Use materials that do not belong to the lab and some are disused.
3. To gradually follow the experiment
4. The teacher supervises and gives instructions if needed.
5. Organize to conduct the experiment.
6. Fix the notiune and elucidate some misunderstandings.
7. Well argued. My pupils are smaller, their hypotheses will be in line with the notions they have.
8. To see if the activity has been effective and has achieved its goals.
9. Evaluating the activity of the students and the teacher, if the students understand, means that the teacher has used the best methods.

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1) By stating a real-life problem and promoting independent experimentation
2) The exact equipment may not be relevant (tube or flask etc)
3) Because they should start with predictions and hypotheses based on their current knowledge.
4+5) The teacher did not interfere with work of his students, allowing them to do independent trials and tests
6) The activity promotes interests, engages and builds self-confidence that the pupils could learn and make valuable conclusions independently.
7) Most of the hypotheses were wrong and I think it would be the case in my classes too - the charcteristic reactions are not easy to guess without prior knowledge.
8) This is another example promoting independent thinking.
9) To summarize and record what they have learned and why was it interesting.

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1) Teacher has the role to stimulate curiosity of alumni. The teacher presents the materials they can use during esperiment
2) The students are stimulated to choose the right materials to solve the case.
3) Is important to have a plan of work to make hypotesis and choose all the nmaterials to make correctly the experiment.
4) The teachers just observe the students work.
5) The students role is to speriment and make hipotesis and recognize resuls.
6) The students learn to work in pair and to discuss the resuls.
7) I thik the hipoteses of my students will be similar.
8) In theese way students learn by their own
9) The final revision is important to make conclusion to the experiment and make a correct report of the activity.

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1. Just showing materials and let them try to guess what are they for is stimulating curiosity.
2. The reagents were written, the questions in the lab records weren’t about materials after all. It wasn’t asked them to put down a experimental plan and they were free to try.
3. To compare hypotheses and focus on the implicit question of how to recognise starch in food.
4.Observing, asking to help them to focused, not so much guiding.
5. Testing first how to recognise starch, after what food contain it, taking notes for the presentation to the class.
6. they learn some laboratory skill and in the same time they learn scientific investigation method and about starch in food!
7. my students are younger but I think would be quite the same. I try something like this with them but I guide more the observation on iodine and starch, giving them just starch and water to try.
8. ask them to collect general ideas from a video and a text is a way make them use and fix the knowledge they just collect during the previous activity.

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1.) How can you motivate your students at the beginning of the class?
Motivation is really important during inquiry learning or during whole learning activity.

I tried to motivate pupils with everyday life problems, which affect them. Most of the time it works well.

2.) What can be the reason for equipment not being written in the lab record?
Maybe the students start thinking with their own minds and not with the introduction of the teacher.

3.) Why should students start with tasks 2 – 3 – 4?
Before starting, students should have plan of their own work. So they activate their prior knowledge and see what they already know.
4.) What was the teacher’s role while students worked?
Just to coordinate the students. He/She goes around and observes students work.

5.) What was the students’ role during their work?
The student’s role was to be actively thinking. They experimenting and hypothesizing during the session. So they have to work independently.

6.) What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?
Students learn to work with lab equipment on their own. Furthermore they learn to hypothesise and falsify wrong hypotheses with their own experiments.

7.) What do you think about students‘ hypotheses? Would the hypotheses of your students be different?
I think the hypotheses of my pupils are very similar or nearly the same.

8.) Why do you think it’s important that students were asked to make their own general conclusion from video/text?
Yes, I think it’s really important because students learn to think about the problem again and so they can reinforce their new knowledge with the old one.

9.) What was the aim of the final revision?
In my opinion the final revision has the aim to share conclusions of each other and to summarize the knowledge of each other.

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1. How can you motivate your students at the beginning of the class?
Motivation is very important during inquiry learning, It can be done with using some mysterious experiment  at the beginning of the activity. For example some colorful or explosive experiment who will catch student attention.  
2. What can be the reason for equipment not being written in the lab record?
In my opinion the reason is engaging students to do right decision 
3. Why should students start with tasks 2 – 3 – 4? * 
Before starting students should have plan of work. 
4. What was the teacher’s role while students 

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1. Definitely by telling them some everyday usage of this or something really interesting about this matter
2. Students need find it by themselves, it makes their task even more creative than just following a procedure
3. they can think about what´s goint to happen and prepare some theses
4. a teacher was simply watching students
5. students were working in gorups, discovering things, everything by themselves
6. self-evaulation is great for students
7. I think their ideas are similar to what my studenrts would say
8. to encourage them in ability to realize more general facts from simple works and ideas
9. to revise it all, make others hear conclusions

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1.Teacher asks students to examine the bowls and imagine why they need all these products - Ss give some suggestions, some are funny, but they get involved

2. Ss have some equipment at their disposal but they can choose what to use. Later they can discover what was necessary. Not   being obliged to use all they have they may find own solutions about how to proceed.

3. The tasks 2,3,4 prepare the Ss to the experiment. They have time to think and make some predictions and formulate hypothesis

4. Teacher observes the Ss

5. Ss perform the experiment, they make all choices by themselves, organize own work, write records

6. Teacher observes the process of work

7. Students made self-evaluation, which was good, I think. Ss found the reagent which showed them what kind of food contained starch. Some hypotheses might be the same

8. It was important to organize own knowledge

9.  Ss shared with the grup their individual knowledge, they covered wide spectrum of problems

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A1:I say an example of daily life
A 2:Students might be asked to make qualitative observations
A 3: Problem identification,
make observations to gather data and create a hypothesis
A4: Teacher watched group work
A 5: The students have made experiments to find out which starch is in the feed.
A 6:They said their hypotheses, they wrote the results on the board, the teacher guided this process.
A 7:No, students' hypotheses are mostly similar.
A 8:The teacher explains the information about starch. Students in activities they have the to achieve a complete and accurate information
A 9:for students to make recent corrections and to describe the use of starch in daily life.

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1 With a film , a new, a short video ...and all of them accompanied by a question
2 Because firstly student have to think what they want to do , after how
3 To discover their own hypothesis about the topic after having focus on it
4 Reviewing how research is going and helping them to continue and to take notes
5 They have to state their ideas, agree the next step, do it carefully , take note and draw conclusions
6 it the perfect time to think, listen and reconsider
7 it is very interesting to hear their hypothesis. I think my students answers would be the same, but , never knows..
8 it is a way to reasure that they really pay attention
9sharing results, getting feedback

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1. How can you motivate your students at the beginning of the class? With a short film, news, something from ordinary life about starch(polymers, ...)
2. What can be the reason for equipment not being written in the lab record? An IBSE activity should be na activity to explore, not a receipt. Students could have guidance, but they should find the way for the answer to the question. Materials are in the lab and they must find the tools needed.
3. Why should students start with tasks 2 – 3 – 4? This tasks corresponds to the initial path of inquiry: Looking back and make predictions.
4.  Monitoring.
5.  Discovery, testing, making observations, record, comunnication between peers, making normal errors... being students!
6.  What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)? By resuming the activity, students remembered what they have done. By identifying the difficulties they recognize the importance of teamwork, planning, recording - general competencies
7. What do you think about students‘ hypotheses? Would the hypotheses of your students be different?  The hyphoteses depends on the background of each student and also from the consulting material available for the initial research about what is starch, which food aliments have it. If the hyphoteses comes only from looking at the initial reagentes and materials, the hyphoteses made by students are normal. Probably my students would make the same hypotheses.
8.     Why do you think it’s importante.... It seems a
boring activity looking at students faces. Maybe teacher was training
students basic skills like resume and recording information from documents(vídeo and text)... importante, yes!
9. What was the aim of the final revision? Make conclusions of the lab activity and interconnection to daily life.

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1. by connecting experiment with real life
2. students  use their own path.
3.  link with their experience
4. to help
5. observe, take data and do conclusion
6 reflect and think critically
7 hypotheses depended of students experience
8 to enrich their knowledge and a find the right answer
9 to made the final conclusion

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1.How can you motivate our students at the beginning of the class? By challenging them to discover what is going to happen during the class without disclosing many details, making them curious.

2. What can be the reason or equipment not being written in the lab record? In order to make the pupils decide which equipment they have to use and how. Give them independence of choice.

3. Why should students start with tasks 2 – 3 – 4? To make them think about what they already know and how it can be used to help prepare for the upcoming activity by asking a question that will be their Hypothesis.

4. What was the teacher’s role while students worked? He was just supervising the work the pupils were doing while being there to help if needed but not interfering with it.

5.  What was the students’ role during their work? They were actively asking questions, organising their work, discussing strategies and conclusions.

6. What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)? Very simple but pupils thought about their own work and made conclusions out of it.

7. What do you think about students‘ hypotheses? Would the hypotheses of your students be different? The student’s hypothesis was very basic and quite simple. Probably some of my students would be able to come up with more elaborate and science rich hypothesis but this is also due to their experience and contact with similar situations.

8. Why do you think it’s important that students were asked to make their own general conclusion from video/text? It is important to compare their own conclusions with other sources of information to decide whether their initial conclusion was right or if it had to be reformulated.

9. What was the aim of the final revision? To make general and more complete conclusions on the activity performed.

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

By connecting the activity with real life and with students’ experiences or by posing them a problem to be solved.

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

Because students are meant to find out themselves the equipment they need for the experiment.

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

In order to remember what they already know about the subject and form hypotheses about it.

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

He was around them, available to offer help and advice.

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

They worked in groups, each student had a specific role and they were collaborating about their experiment.

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

Students were presenting their results and were commenting on them. They had time to reflect and think critically.

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

As the hypotheses depend on each students’ experiences and knowledge, some of them were expected while others not. The same goes for my students’ hypotheses.

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

Sharing of ideas is very important as students communicate with each other and compare their conclusions and the reasons why they reached them.

9.     What was the aim of the final revision?

Sharing the results and receiving feedback.

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1.By giving students the responsible role of adult researchers.
2. The reason is that students were expected to find the way and conclude what they need from the equipment.
3. The first question is about equipment, while the following questions are related to the pre-knowledge that students have and which is good to repeat before the beginning.
4. The teacher only monitored the activities.
5. The students were researching, concluding, guiding notes.
6. Repetitio est mater studiorum
7. Hypotheses were expected
8. Because they have independently reached the goal of the activity and wrote it.
9. Effective listing of key terms

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1.Shows items they encounter in their everyday lives.
2 In a scientific study the scientist must independently select the equipment
3. Because they help students to analyze the situation and have a specific character
4.It motivates them, encourages them, helps them with advice, if necessary
5They observe the result, record, work together.
6.Students present their results and discuss. This helps develop critical thinking and be responsible.
7. Maybe yes.
8.They can use different sources of information and can compare their results with certain ones. This raises critical thinking.
9. Teacher examines the results of the teachers. They have the opportunity to improve the results and compare them.

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1. Students can be motivated by posing the given situation as a problem so as to arouse their curiosity.
2. The equipment is not specified to give students the freedom to follow their own designs of experimentation.
3. 2-3-4 are are the initial guiding suggestions.
4. Teacher must circulate from group to group to understand the differnt approaches used by the students.
5. Students use trial and error method , observe results and reformulate hypotheses if findings donot  work.
6. once students evaluate and find their activity correct they proceeds.
7. Initially all hypotheses are different, as they  rework convergence of hypotheses is automatically obtained.
8.General conclusions open up the pathway for specific conclusions
9. Aim of all hypotheses is convergence of ideas towards the appropriate solution.

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1. Showing examples from the real world and that are close to the student.
2. The first part is to find out which equipment will be necessary to use.
3. That helps the student to focus on the task.
4. Encourage and guide the student.
5. Look for a solution working collaboratively. Take note of the observations.
6. Evaluate how the student develops the task.
7. It is about starting from hypotheses to gradually approach the answer, guided by the teacher.
8. Each student and each team can have their own hypotheses, and must discuss them with the other students and receive feedback from the teacher.
9. Make a review between all the teams and the teacher.

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1. How can you motivate your students at the beginning of the lesson?
Bring examples of real life
2. What can be the reason why the equipment is not written to the laboratory register?
By leaving them free to choose the equipment to be used for the investigation, for this reason it will be added at the end of the experiment.
3. Why should students start with activities 2 - 3 - 4?
Because they are clear questions and precise rules to follow that will help the students analyze the situations
4. What was the role of the teacher while the students worked?
Stimulate and encourage students, suggest the path if they ask for help, motivate and support them.
5. What was the role of the students during their work?
Collaborate together, look for solutions even individually, document the entire work process, formulate solutions.
6. What can you say about the evaluation of the activities (from the point of view of general study skills and subsequently of Chemistry)?
Evaluating their attitude, their way of collaborating, the contribution to the work of investigation, the proposed solutions and the use of specific language, telling them the progress made will help them to get more involved in the future.
7. What do you think about the students' hypotheses?
The hypotheses made by each student are related to their knowledge and skills of the subject (chemistry)

8. Why do you think it is important for students to be asked to draw their general conclusions from video / text?
We must consider very important the hypothesis of each learner, so that all others can reflect, coming to confirm or reject the hypothesis made, thus fueling the discussion by enhancing their critical knowledge and skills.
9. What was the purpose of the final review?
Feed feedback on their work done.

# data[].attributes.body
nabeul , Tunisia
1 - How can you motivate your students at the beginning of the class?
Put them in face of a problem as follows :

v  What is starch?

v  How to higlight  starch into foods?

Students propose many reagents to be used for highlighting starch into foods through hypothesis

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

To push students to think about the right reagent to be used for the experiment

3 - Why should students start with tasks 2 – 3 – 4?

In order to find out the problem of the lecon, so that to learn effectively the right regents to be used and discover the use of the other reagents

4 - What was the teacher’s role while students worked?

Teachers role is to follow  ,  observe how students work ,   give advices when needed as they are using chemicals ,  direct them and answer to their curiosity until to  reach the right path in experiment.

5- What was the students’ role during their work?

Students collaborate between themself, take  notes of their work, comment their results, make conclusions by completing the shared document

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

It's very important to evaluate this activity so that students can learn ,  observe , and decisions  about the stipulated hypothesis and make conclusion while doing an  experiment.

7- what do you think about students hypothesis ? would the hypotheses of your students be different

the elucidated hypotheses go in parallel with the context onf the experience . I don't think that my students hypothees
will differ from these ones

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

To communicate for well results and knowledge sharing

9 - What was the aim of the final revision?

To check all conclusions made by all groups,  to group them in one coherent complete conclusions  then to share them with the hole students of the  class

# data[].attributes.body
1. I would give them a story that contains a situation from real life.
2. So that students can choose alone what kind of equipment they need.
3. So that teacher can know their basic ideas and knowledge about starch.
4. Teachers role is to circulate around classroom and observe how students work. They can also provide some kind of help, direct them on the right path in experiment.
5. Students collaborate between themself, make notes of their work, comment their results, make conclusions.
6. It's very important to evaluate this activity so that students can see and learn what was the best approach while conducting an experiment.
7. Students had very good hypotesis and I think a lot of mine would have the same ones.
8. So that the teacher can check if students really understood that lesson.
9. To check all conclusions students have made and to share them with the rest of the class.

# data[].attributes.body
1.How can you motivate your students at the beginning of the class?

Bring them a task from real-life situation.

How can you motivate your students at the beginning of the class?
I put them into a
real-life problem and let them to solve it.
2. What can be the reason for equipment not being written in the lab record?
To let them to
choose the equipment for their investigation. They have the opportunity to work
as they want
3. Why should students start with tasks 2 – 3 – 4?
They have to know
or to find out what is the problem and what they need to do.
4. What was the teacher’s role while students worked?

The teacher role is to encourage the students and their work, to give more explanations if they need, and to motive them.
5. What was the students’ role during their work?
To collaborate together
and solve the problem
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 very  important, from this point the students can be more motivated and they need to know about their progress.
7. What do you think about students‘ hypotheses? Would the
hypotheses of your students be different?
The students'
hypotheses are quite good, in accordance with their knowledge.

8. Why do you think it’s important that students were asked to make their own general conclusion from video/text?
This is very important.
They have to share their ideas and knowledge.
9. What was the aim of the final revision?
To bring them  a feed-back from their work.

# data[].attributes.body
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

# data[].attributes.body
1. Ask something that connects their own life with topic of the lesson.
2. In the beginning they don’t know yet what they need. They have to get familiar with the task and then decide themselves what they need to solve the problem.
3. This is a logical beginning of solving a problem: think about what you already know, then make predictions, set up hypothesis.
4. He was observing and not disturbing. It’s important for safety and scaffolding, if necessary.
5. They had to work in groups, organise their work, share tasks, discuss etc.
6. Evaluation is important because then students think again on the task and analyse their work. It helps to understand and remember.
7. I think they would have been similar. Students have their previous experiences and they use this knowledge (foaming, changing colour...).
8. It was good for the bigger picture. In science it’s important to see that others have come to the same conclusions.
9. To make sure everybody (slower ones as well) has understood and it helps memorising. Students can listen to each other and learn from each other.

# data[].attributes.body
1) By connecting an intriguing question to pupils' daily life. Curiosity is the first step
2) Materials can be poor, recycled or of common use. Pupils can choose from different materials
3) Because everyone of them has background knowledge and the teacher is aware of the differences present in the class
4) The teacher circulates the classroom, observing each group to get an idea about how they are planning their work. The teacher's role is not passive, but also not intrusive and the students feel free of taking responsibility of their work.
5) The students make an hypothesis and then have to test them
6) the students presents their hypothesis and their test to the class, in large group, each experiment is discussed and assessed.
7) I think that the hypothesis formulated is quite correct
8) In Science, drawing conclusion from experiments and previous literature is very important (differently, any scientific research would not have reason to exists): in an enquiry-based approach is basic to teach students how to correctly draw their own conclusion from what observed and experimented.
9) The final revision has the aim of resume and clarify processes and sharing experiences,

# data[].attributes.body
1. By showing the students products which many of them consume everyday.

2. So that students may decide for themselves what they are going to use.

3. He wants the students to use their knowledge on the subject to formulate their own hypothesis.

4. The teacher only observes the students.

5. The students have to think how they can test their hypothesis.

6. The students reflect on their observations and discuss their results in the whole class

7. I believe the hypothesis the students came up with are reasonable, they improve upon their previous hypothesis.

8. Generally it is important for the students to draw their own conclusions, which are based on experiments (in science) or previous knowledge/experiences (in life). They should learn to analyze critically and by scientific inquiry improve upon their previous knowledge.

9. During the final revision the teacher gains an insight into the students mind and possibly their learning process by them sharing their experiences.

# data[].attributes.body
1.      By relating the topic of the class to everyday life.

2.      To encourage note-taking.

3.      So that the students pool their knowledge, form hypotheses and structure their inquiry.

4.      The Teacher circulates and observes to get an idea of the students‘ work.

5.      The students are asked to take ownership of their work.

6.      All students came to the same conclusion despite their originally very different hypotheses.

7.      The students merely said what they expect, but they didn’t justify their expctation. It would have been better to ask the students to also explain their reasoning behind their hypotheses.

8.      In science it is important to be able to draw appropriate conclusions form experiments and literature, so it is important for the students to practice this.

9.      By sharing what they have learned, the students clarified their conclusions and the teacher got an overview of the students‘ learning experience.

# data[].attributes.body
1. The students discover the materials that are going to be used by themselves

2. Teacher does not indicate the equipment they have to use. Students have diferent materials that can take and they take what they want.

3. Before making the worh they reflect on it, thinking of what they know by now.

4. Teachers role is passive. He only looks at the students but does not say anything.

5. Students are completly free with their work.

6. 6 and 7, I can not answer without understanding the video.

7. ----

8. When they reflect on it watching the video they can change their points of view on his or her work and can find their errors.

# data[].attributes.body
hey were daily everyday products used
Why should students start with tasks 2 – 3 – 4? 

# data[].attributes.body
How can you motivate your students at the beginning of the class?
By clearly stating the learning goal and get them involved in the process

What can be the reason for equipment not being written in the lab record?
They were daily everyday products used and therefore need not be written in lab. records

Why should students start with tasks 2 – 3 – 4?
Teachers know the student's starting point, what they know, what they are thinking, what are their assumptions
What was the teacher’s role while students worked?
Teacher observing what students are doing and writing, visiting tables

What was the students’ role during their work?
Students going and picking up materials for their experiment, organizing their experiment, observing the results, discussing, noting down observations
What can you say about the activity evaluation ?
It was class based, students discussing their observation in class and receiving feedback

What do you think about students‘ hypotheses? Would the hypotheses of your students be different?
Student's made hypothesis based on their own personal experience.
Why do you think it’s important that students were asked to make their own general conclusion from video/text?
To inculcate critical thinking, analytical and evidence based conclusions.
What was the aim of the final revision?
To share their learning and build confidence in them

# data[].attributes.body
answers to Qs
1. motivate students by relating topic to everyday life, keeping intro short, getting them involved in identifying materials.
2. to get them to form a hypothesis without any clues form equipment, to scaffold the start of the activity.
3. to focus them on the purpose of the activity, and to start them thinking
4. to observe, to guide with open ended questions
5. to develop a protocol using trial and error and observation
6. the students were able to talk out their results and get feed back from other groups. It allowed them to access their own work,  and to question their observations. It also allowed them to recognise a variation in right answers
7. I think that they made reasonable hypotheses given the previous knowledge they had, my students may have given similar.
8. its important for critical thinking, for picking reasons to back up your conclusions, for analysing oral and written data.
9. to summarise several key learning points, to test the students recognition of these learning points, to re-enforce the key learning objectives of the lesson

# data[].attributes.body
How can you motivate your students at the beginning of the class?
examples from everyday life

What can be the reason for equipment not being written in the lab record?
everyday products, not from lab

Why should students start with tasks 2 – 3 – 4?
every student has individual knowledge background
What was the teacher’s role while students worked?
observing, taking notes, evaluating

What was the students’ role during their work?
discussing, taking notes
What can you say about the activity evaluation ?
class based discussion

What do you think about students‘ hypotheses? Would the hypotheses of your students be different?
ofcourse, it is based on personal experience.
Why do you think it’s important that students were asked to make their own general conclusion from video/text?
to analyze and sinthesis results
What was the aim of the final revision?
sharing and learning from others

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

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

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

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

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

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

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

-          Use the correct scientific language;

-          Use problem-solving skills;

-          Learn in a collaborative way;

-          Respect and accept other student's opinion;

-          Be active during group working;

-          Learn to learn;

-          Learn by doing;

-          Critical and creative think;

-          Do Self-evaluations and metacognitive reflections

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

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

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

9.      What was the aim of the final revision?

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

# data[].attributes.body
1. I give examples related to reality.
2. You must learn to risk  and to choose.
3. Of course, otherwise you cannot go on.
4. You should look what is happening and be able to help them if it is sequested.
5. They were operative and active during the lesson.
6.They try to formulate their hypotesis.
7.Nothing changed.
8. In other to think about what they had investigated.
9. In other to show what they learned.

# data[].attributes.body
1) Let them guess which of the food examples contain starch.

2) The equipment is not written in the lab record because the pupils should come up with a method by themselves.

3) Because the students should develop a hypothesis by taking task 2, 3 and 4 which they evaluate later. The pupils should come up with an experiment by task 5 and think of the equipment they need to test their hypothesis at this point (which is task 1).

4) He went through the class and looked after some groups.

5) The did the experiments in groups and took notes of their observations.

6) I think it is a good activity because it approaches something the students are familiar with. We come across starch in our everyday lives for example on advertisements, food packaging or diet books. They activate what they know so far by guessing which product contains starch and learn a method to validate their assumptions through this activity.

7) Hypothesis before the experiment: M: If it contains starch it foams. J: If we add a specific reagent, starch becomes visible (comes apart). D: If the colour is changed, it contains starch.

Hypothesis after the experiment: J: If we add an iodine solution, the food product, which contains starch, changes its colour to blue, purple or dark green.

The hypothesis became more specific after the practical work. They have not considered that the different colours could indicate something.

8) Writing a conclusion affords cognitive effort from the pupils and leads therefore to better understanding of the topic than just writing down what the teacher is saying. It is also a good training for their listening skills which the students will need in their further educational career.

9) Snake: The pupils make visible what they learned in the last view chemistry lessons. By looking at the topics in this way we might prevent the students from asking themselves questions like “Why do I have to learn this?“ or from thoughts like “I will never use this again“. It is way more motivational to learn something when we know how this knowledge can affect our lives.

# data[].attributes.body
Analysis of classroom implementations 1- motivation - things in real life
2 - to choose by yourself
3 - procedure - protocol
4 - go around - moderator
5 - The students were active, communicating w /, make predictions
6 - students who experiment
resuming their hypothesis
7 - very similar
8 - to investigate their conclusions
9- share and complete the results

# data[].attributes.body
How can you motivate your students at the beginning of the class?
By giving open ended questions in real life situations. A mystery to solve can be highly motivating.

What can be the reason for equipment not being written in the lab record?
Equipment must be chosen by the students in order to perform the experiment

Why should students start with tasks 2 – 3 – 4?
These are orientation tasks that allow students to analyze the situation and look for prior knowledge.
What was the teacher’s role while students worked?
The teacher observes and facilitates the research, without giving answers

What was the students’ role during their work?
The  students tried various solutions, working independently and documenting their findings

What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?
Evaluation must be carefully planned, with a comprehensive rubric that assesses chemistry skills along with soft skills like group work and critical thinking

What do you think about students‘ hypotheses?
The students' hypotheses were quite complex and reflected their knowledge of chemistry
Would the hypotheses of your students be different?
My students are  a little younger, so I think the would produce simpler explainations, given their knowledge of chemistry
What was the aim of the final revision?

To put some order into the many hypotheses formulated by the students, to encourage confrontation between groups and make sure that all hypotheses are heard

# data[].attributes.body
1.I try to offer some examples applied in the daily life.
2. Is  risky. Can be creative but if the time allotted is limited may favor the failure of the experiment.
3.Yes. Without them students often start to work on „something“ without knowing their task properly.
4. The role of teacher is facilitator
5. The students' role is to manage the entire activity.
6. The feed-back,evaluation and also the self evaluation, are very important and is a corrective tools. Can be used to fix some errors or to confirm the good results obtained.
7. I agree. Is important to have written hypotheses.
8.Depends of the task and of the group of students. If the level of the knowledge of the students are good or very good is easier. Different strategies must be applied.
9. Is necessary to get a overview at the end of the task/experiment performed.  A conclusion and some extra explication are more than welcome.

# data[].attributes.body
1. How can you motivate your students at the beginning of the class?
Motivation is very important during inquiry learning, It can be done with using some mysterious experiment  at the beginning of the activity. For example some colorful or explosive experiment who will catch student attention.

2. What can be the reason for equipment not being written in the lab record?
In my opinion the reason is engaging students to do right decision

3. Why should students start with tasks 2 – 3 – 4? *
Before starting students should have plan of work.
4. What was the teacher’s role while students worked?
To coordinate them, to observe their work.

5. What was the students’ role during their work?
To follow the plan that Theydid before the start of the experiment, to cooperate between them selves, to make predictions
6. What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?
Activity evaluation is very import to be done because in that way we summarize the experience of all students , we have discussion ( from point of study skills  students get skills like ability of communication, cooperation, critical thinking ...)

7. What do you think about students‘ hypotheses? Would the hypotheses of your students be different?
There are no correct or wrong hypotheses, so probably mu students will have similar hypotheses
8. Why do you think it’s important that students were asked to make their own general conclusion from video/text?
Letting students to express their own conclusion has impact on their self confidence critical thinking, on one hand and on the other hand gives teacher opportunity to aware   for students understanding about  specific topics try the activity
9. What was the aim of the final revision?
In my opinion final revision has aim shearing conclusions and summaries knowledge

# data[].attributes.body
1- motivation - things in real life
2 - to choose by themselves
3 - procedure - protocol
4 - walking around - moderator
5 - students were active, communicating w/, make predictions
6 - students experimenting
getting feed back on their hypothesis
7 -  very similar
8 - to inquire own conclusion
9- share and complement results

# data[].attributes.body
1)I would try to explain the task as interesting as possible, maybe  including a story or video.
2)Students should be able to choose the right equipment.
3)To get the students to activate their prior knowledge and to test how much they already know.
4)The teacher was the observer, went around and answered emerging questions.
5)The students should be active, experimenting and hypothesizing. They were encouraged to work independently.
6)Through the exercise, students learned how to use laboratory equipment and examine established hypotheses with an experiment.
7)I think the hypotheses were very similar or the same.
8) This was important so that the students could think about it again and reflect on the content and consolidate the new knowledge.
9)The aim was to get a final overview that summarizes everything and gives the students the opportunity to express their opinions.

# data[].attributes.headline
I can show videos or give a question or demonstrate something without saying.2. Students should pick the right equipment3. Firstly, they must awareness problem and think.4.formulate a thesis, choose the procedure and equipment5. Teacher watched6. Students made experiments by themselves7. analytical thinking8. It would be nearly the same

# data[].attributes.subject
I can show videos or give a question or demonstrate something without saying.2. Students should pick the right equipment3. Firstly, they must awareness problem and think.4.formulate a thesis, choose the procedure and equipment5. Teacher watched6. Students made experiments by themselves7. analytical thinking8. It would be nearly the same

# data[].attributes.body
1. How can you motivate your students at the beginning of the class?

I am trying to formulate the research problem in an interesting way

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

The student should be able to choose the right equipment.

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

The student must formulate a hypothesis, choose the appropriate procedure and choose the equipment.

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

The teacher watched the students and watched the effects of the experiments

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

Students made experiments and commented among themselves.

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

Exercise teaches analytical thinking and using laboratory equipment.

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

I think it would be similar.

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

This allowed for better information storage.

1. What was the aim of the final revision?

The ultimate goal was to collect all the conclusions from experience and the text and film, which allowed for a better understanding of the importance of starch in human life.

# data[].attributes.body
1. The best motivation is the connection with real life. For example, the teacher may approach the case of a person who is allergic to starch in food.

2. The equipment to be used is not specified in the laboratory record because the teacher aims to have students themselves formulate an investigation protocol and then, depending on it, to choose what equipment they will use.

3. Tasks 2 - 3 - 4 aim to give students the opportunity to update their previous knowledge of the subject to be investigated.

4. The role of the teacher while students are working is quite invisible: the teacher observes and encourages students, suggests them the way to go when they ask for help, helping them overcome obstacles by their own effort.

5. Students play an active role in the process of their own learning: they formulate assumptions, establish an investigation protocol, experiment, observe, collaborate, change ideas, formulate conclusions.

6. The evaluation of the activity highlights both the accumulation of new knowledge related to the subject of chemistry (starch-containing foods), as well as the level of development of the key abilities of communication, collaboration, teamwork, responsible solving of the assumed tasks, critical thinking.

7. The hypotheses formulated by students reflect the level reached by the discipline of Chemistry. I think my students would have basically formulated the same assumptions, simpler or more complex depending on their own level of knowledge in chemistry.

8. The formulation of one's own general conclusion by each student is very important because through this reflective thinking activity the connection between the new knowledge and the previous knowledge system is created and a practical perspective is gained on how to resolve creatively other similar problems by transferring knowledge and abilities.

9. Through the final revision, pupils set new knowledge, check them in relation to those expressed by colleagues, and consolidate them for transferring into similar / new contexts. For the teacher, the final revision is a summative evaluation sequence of the activity.

# data[].attributes.body
1. The best motivation I think the teacher can use is real life experience - it can be only a reference to it, a video of the phenomena or introductory experiment that introduces a problem.
2. By not giving the students a list of lab equipment the teacher makes them think about the protocol of the experiment. That way they are thinking of what they will do in the process and what will they need to do it.
3. The first 3 tasks help students to think about the things they already know about the phenomena and it gets them more prepared for the work ahead.
4. The teachers role, while the students work is observing and answering questions when they arise. The teacher is not "visible" in this part at all.
5. The students had to develop hypothesis and than evaluate it. They had to decide on the protocol, pick their lab equipment, take food samples and analise them. They had to write down their observations and conclusions.
6. The evaluation of the activity is important for students to compare their work with others and maby get a different perspective. It/s important for the teacher to, because that way he gets the insight in to students conclusions.
7. I thnk that some hypothesis were very good, some more complex than others. I think students and classes all over the world have that incommon.
8. By asking them to write conclusions they are forced to really listen and think about the content of the given material.
9. The aim of the final revision is to make a conclusion of the activity and summarize by giving each student a chance to express his opinion.

# data[].attributes.body
1.We motivate pupils with problems that are related to their everyday life and are interesting to them.
2.The equipment was not being written in the lab record with the intention of letting the students independently choose the equipment they use independently, using their own thinking.
3.Prior to the experiment, the pupils attached themselves to their previous knowledge, on the basis of which they made predictions.
4.The teacher observed, encouraged and assisted the pupils during their work, if they needed it.
5.Pupils were put in an active role. First, they had to consider and make a plan for how to solve the problem, to consult each other, to explore, to participate, to write important information.
6.Through activities, pupils not only learned the specific content of chemistry effectively, but also strengthened their communication, organizational and collaborative skills.
7.Creation of hypotheses depends on student's previous knowledge, skills, experience in research work, their motivation, creativity.
8.If the student makes his own conclusion, he summarizes his findings and results, and links the knowledge he gained through the concrete activity, with the theory.
9.The aim of the final revision is to summarize the acquired knowledge.

# data[].attributes.body
1.      You let them ask questions and show you what they are curious about. It is good to include an element of mystery and not give the lesson away from the very first minute. It is also important to use familiar objects to highlight the relevance of science to everyday life.

2.      In line with above, it is good not to give away where you would like to lead them to. Equipment names would give them too many hints and the fund aspect of the investigation would be lost.

3.      These tasks provide some parameters for the students thinking process but at the same time allow the students to design their own practical session and discover results themselves.

4.      The teacher takes a backseat and gets involved very little. He gives the students space and makes them rely on him very little. This helps them make an extra effort in their thought process.

5.      Students are very actively engaged and responsible for their own learning.

6.      The class discussion was a good way to do review the students’ position in their thought process mid-way through the lesson. It is likely that following the discussion many students will remember how to test for starch.

7.      There were some really interesting hypotheses put forward. This kind of session also helps teachers understand whether there are any students who have any misconceptions. My students would probably come with a range simple to more complex hypotheses just like in this class.

8.      It gives them a purpose for watching the video as well as a reason to follow and try to understand what they are watching. The use of secondary evidence like this video is also a good source for IBSE activities.

9.      Consolidation and recap which is very important for the teacher to check understanding and for the students to leave class with important take-aways.

# data[].attributes.body
1) By giving a few examples that our students do not know about the subject, or the relationship between an important problem and the topic today.
2) It may have been done to guide learners to learning based on the invention. thus ensuring that students are confident. develop feelings of belonging.
3) They can explain themselves more easily within the group. It allows you to work with your peers. it will make them more comfortable working.
4) The teacher was in the directing position. All of the studies were carried out by the students. made brief conceptual explanations. a direct student-centered study was conducted.
5) the quality of the students who research and invent themselves has increased. discussing their own ideas.
6) students made experiments in the study. As a result of the experiment, they formed an idea. they created evidence to defend their own ideas.
7) Some of the student hypotheses were quite meaningful. pupils with preliminary knowledge gave immediate information on color change. A good observation gave good results.
8) they have a belief in preliminary information that will reveal their trust in their own knowledge.
9) Thanks to the recent revision, it was a tool to improve students' outcomes and discussion skills and improve their curriculum.

# data[].attributes.body
1. We can attract their attention with original ideas. it's also interesting stimulate an active debate. We can also propose to students to become "experts" of a topic.
2. To offer them the possibility of choice. Choices build responsibility and commitment.
3. The first part of the Laboratory report is focused on the students reflection: What do they know? What do they predict? What strategy they think to use?.
4.  the teacher leaves the students free to choose the material they need, goes around the classroom and observes the groups.
5. The students organize themselves, they choose the material they need, they reflect and write on e notebook their observations and considerations, they seem to listen to each other. I liked the surprise expression of one of the boys while he was doing his experiment!!
6. The prof carries out a debriefing by asking what was done during the previous session and for each answer by one student he asks another one to deepen the previous answer. Then he asks the pupils to share their results.
I think this assessment allows students to develop critical thinking, respect others' ideas, to take responsibility.
7. I think their hypotheses are interesting. My students are far more messy, I'm not sure they would come to a conclusion without being guided.
8. The students acquire greater maturity in the learning process.
9. Let the students make general conclusions.

# data[].attributes.body
1.       How can you motivate your students at the beginning of the class?

Even if our students aren’t enough motivated to being there. We can motivated to explore with food that they know, and simple things they can explain about life.

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

When we talk about inquiry our students could take a lot of different ways to make any process, then the materials could be anything possible.

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

If they can take something easy at te beginning we could be sure, we engagement their attention.

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

The teacher’s role were observe.

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

Inquiry is about stay exploring, also it’s about experimentation and let them get wrong.

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

Always we are obligated to make an activity interesting, but also we have to plan to ensure chemistry problems were solved.

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

Im sure it could be different because we can get a lot of information about the experiment.

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

Of course it important to motivated to explore and get the risk of get wrong.

9.       What was the aim of the final revision?

Share information

# data[].attributes.body
1. I can give an example videos or questions.

2. For think a lot of ways for problem solving.

3. Firstly, they must awareness problem and think.

4. Observe and help.

5. Active learner and researcher

6. Students were asked to communicate and work during the implementation of their task along.

7. It seems the same.

8. It is very important things final  for the lesson and inquiry.

9. How much aquire the knowledge and check.

# data[].attributes.body
Inquiry - based learning motivates sts for successful project - based learning, helps & inspires them for excellent results. Thxxx! :)

# data[].attributes.body
1. How can you motivate your students at the beginning of the class?
I usually try to motivate student’s curiosity through a short discussion on the subject under consideration using examples from real life applications. It is easier for them to respond and react when they are asked about something that is applicable to their know routine. They also feel enthusiastic since they can participate in the converstion.
2. What can be the reason for equipment not being written in the lab record?
Teacher allows for trial and error testing so that students can build their own confidence in building a protocol. However, this means that students were familiar with basic lab equipment.
3. Why should students start with tasks 2 – 3 – 4? *
Teacher will be informed of students’ former knowledge on the subject under consideration. The formation of hypotheses encourages students to become researchers and consider an inquiry. They have to present their state of thinking.
4. What was the teacher’s role while students worked?
He was circulating among groups as an observer and a facilitator.
5. What was the students’ role during their work?
They were implementing their own investigation, e.g. chose the right equipment, perform the experiment and take notes on the procedure and the results, in a collaborative way.
6. What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?
Students were asked to communicate the results of the activity to the class and to reflect on their work during the implementation of their task. They had the freedom to recapitulate on the whole procedure collaboratively, especially the results of their experiments, and by this way become aware of the emerging new knowledge.
7. What do you think about students‘ hypotheses? Would the hypotheses of your students be different?
I heard all of the common hypotheses that I would have expected from my students in that age.
8. Why do you think it’s important that students were asked to make their own general conclusion from video/text?
By letting them to express their own ideas, their self-confidence can be enhanced. Teacher becomes aware of their critical thinking and their capability of extracting conclusions in a scientific way. They can also be aware of their inquiring activity and build confidence in research activity. Last but not least, the teacher can understand if students watched the video conscientiously.
9. What was the aim of the final revision?
To communicate their activity in the class, to reflect on their whole work and to the new knowledge that is to be acquired through their point of view.

# data[].attributes.body
1. It should be a topic that is interesting for the students or they can identify themselves with this topic.

2. To encourages students to reach goals by themselves.

3. The students should formulate hypotheses and confirm or disconfirm their answers.

4. – Observing

- give help

5. The students think about how to solve a problem, plan and carry out.

6. They share the opinion with the whole group.

7. The hypotheses from the students were good. I am not teaching at the moment so I can’t answer the question.

8. To find their own conclusion

9. To show the achievements to everybody and review the results

# data[].attributes.body
1. I motivate the students at the beginning of the lesson, through the presenting the objectives of the lesson, a brief presentation of the notions studied necessary for the theme to be studied and a presentation of how to evaluate the lesson's activities.
2. In order to accomplish the proposed activity, pupils must have the necessary equipment that must be made available to them and must be included in the worksheet.
3. To be contextually accomplished, students must begin with 2-3-4 tasks.
4. During the students' work, the role of the teacher can be changed from the information transmitter to the knowledge facilitator through dialogue and cooperation in the relationship with students.
The teacher will be able to coordinate the educational process so that all pupils reach the set goals and also help students build their individual work skills and use what they have acquired.
5. Throughout the activities, pupils have the role of actively engaging in the learning process that can be accomplished through permanent integration and active participation in experiments, which gives the knowledge a strong operational character.
6. Activities enable self-evaluation, evaluation and it becomes motivating and not stressful for the pupil, because it can make it possible to highlight the student's progress in the learning process, allows the student to assess his / her ability to analyze, synthesize and select and also allows the teacher to see in concrete terms what the evaluator knows and can do.
7. In the video I watched the pupils' hypotheses are different, because students have little knowledge of starch. I do not think my students' answers could be better.

8. It is very important for students to develop a final goal to achieve self-evaluation, evaluation and also to have a useful result of reflection.
9. Students can identify, compare, synthesize and reflect the experience they have experienced during the survey. Skills developed through investigation can be improved by connecting with other elements of scientific teaching, such as critical thinking.

# data[].attributes.body
1. I try to create a link between class work and everyday life, personal experiences, news or previous activities.

2. This way they get acquainted with different materials and must consider how to use them

3. To give them the opportunity to reflect on what there are going to do, to make hypothesis

4. He walks around and observes them

5. They perform the whole investigation and cooperate with each other

6. They evaluate what they did: difficulties, likes, … so they can more deeply understand their practical work

7. I think they would be similar to the ones from the Czech students

8. So that they pay attention to different aspects and broaden their understanding

9. To make students aware of what they learnt, to compare with what the others said, to help them to set new knowledge.

# data[].attributes.body
1. I would tell them a short story.
2. The equipment was not written in lab record so the student have to think  for themselves what do they need for the experiment
3. Students have to start with task 2-3-4 because those task  are there to check their previous knowledge about the topic of the experiment
4. Teacher's role is very simple. He observes, gives help ig needed
5. Students work in groups and they are performing the experiment, compare their thoughts in group and are solving the presented problem together
6. Students are learning to work in a group and to do the lab project together, they are also learning to respect and accept other student's oppinion.
7. Student's hypotheses are in place. My students would have some different thinking because they are not familiar to this way of science work.
8. It is important that students were asked to make their own general conclusion because they are developing critical thinking .
9. The aim of final revision is to make summary of the aquired knowledge.

# data[].attributes.body
1. The topic has to be related with their life interests.
2. All the information has not to be given for improving their own thinking.
3. They have to check their previous knowledge.
4. Facilitator. He encourages and helps.
5. Students are participants and coolaborators.
6. Students are assessed taking into account their collaborative work, respecting the point of view of their classmates and comparing their results with others.
7. I think that the hypotheses of my students would have been more simple because they are younger and we do not use this methodology.
8. I think that the phase of reflection is very important for learning.
9. To acquire the knowledge.

# data[].attributes.body
1. How can you motivate your students at the beginning of the class?
I would suggest to the students an interesting topic for them related to their life experience.

2.What can be the reason for equipment not being written in the lab record?
You do not have to give all the information otherwise you go to remove the curiosity and do not encourage their creativity and commitment.

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

It's a good way to make them work with the taste of research.

4. What was the teacher’s role while students worked?
The teacher must be a facilitator, observe, encourage research and help if necessary.

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

They reflect together and share the various opinions and take notes on what they are doing.

6. What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?
Through this activity the key competences of European citizenship can be assessed, in particular: knowing how to work and collaborate together, taking on one's own responsibility-role, developing critical thinking and respecting the opinions of others ... And on the knowledge they acquire knowledge and skills of the discipline.

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

I think they were interesting, serious students in the business and also quite creative. If they were my students they would have had a more lively and confusing attitude (because they are not used and because my school does not have these facilities).

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

In this way the students can become aware of their research and their critical thinking and thus reach a greater level of maturity in the research activity with their own conclusions.

9. What was the aim of the final revision?
Share the results achieved in small groups to get to share the general conclusions of the acquired knowledge.

# data[].attributes.body
1. How can you motivate your students at the beginning of the class?
By choosing an interesting  topic from their everyday life.
2.What can be the reason for equipment not being written in the lab record?

You do not have to give all the instructions to the students, on which equipment to choose, so that they can have the freedom to think in an autonomous and unconditional way.

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

in this way they develop their way of investigation.

4. What was the teacher’s role while students worked?
Help if is necessary, observe,motivate and summarize the data

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

They think about how to solve the problem, consult with each other and take note of the most important information.

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

Through this type of activity, the key European competences can be assessed: working collaboratively, assuming responsibility, developing critical thinking and respecting the ideas of others.
On the subject of chemistry, they eventually acquire specific knowledge and skills.

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

I think that pupils were very involved and interested in the proposed activities. My students, if motivated, would have worked but more confused because they are not used to the IBL method.

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

In this way students can be aware of the conclusions and can achieve greater maturity in the process of learning.

9. What was the aim of the final revision?

Share the results obtained in small groups to arrive at general conclusions from the acquired knowledge.

# data[].attributes.body
1. How can you motivate your students at the beginning of the class?
By giving them information or asking them a question that foster their curiosity.
2.What can be the reason for equipment not being written in the lab record?
To let the students choose their material to research.
3.Why should students start with tasks 2 – 3 – 4?
To guide their own way of researching and coming up with the solution.
4.What was the teacher’s role while students worked? Guide, facilitator, helper, observer.
5.What was the students’ role during their work?
Scientists, researchers, team mates, co-workers.
6.What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)? Basic and specific competencies can be checked through this type of assessment. Seeking Help, team working, communication ways and skills, collaboration skills, self aware of learning, responsibility, problem and conflict solving, arguments discussing, respect the other's opinion, adquire inclusion skills..
7. What do you think about students‘hypotheses? Would the hypotheses of your students be different? The students are deeply involved in the research and they motivate themselves to come up with a conclusion. In my opinion, my students would be similar to those in the video.
8. Why do you think it’s important that students were asked to make their own general conclusion from video/text? To be aware of the aim of the investigation: not anly to research but also to write it with order, the objective, the steps, the materials, the results and the explanations. To be aware of their gain of scientific knowledge.
9.What was the aim of the final revision? To share questions and annswers, to share scientific knowledge, to learn by sharing, to add knowledge from their classmates' investigations.

# data[].attributes.body
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.
4. Observe, encourage them, give help if needed.
5. They are the scientists.
6. collaborated, recorded, noticed, and discovered. Confirmed some information.

7. It might have been the same.

8. To inquire their own conclusion from the information, to search by themselves to find answers. To take the ownership of the investigation.
9,. To share the conclusions and sum the knowledge. Learn the right one.

# data[].attributes.body
1. By choosing a topic, which contains a personal reference, telling them that they do practical exercises today and asking them for their suggestions.

2. Students should decide on their own, which material is appropriate for experimenting.

3. First they have to gather information such as ideas and form a Hypothesis, before they are able to choose the right material.

4. As a mentor, he’s walking around the groups to get information about the students work and guide their thinking, if they need help.

5. To plan and carry out experiments.

6. The teacher guides this evaluation very well and leads students to form the hypothesis correctly. Students can compare their results to other groups and talk about all conclusions.

7. I am not teaching at the moment, but I think the students in the video did a good job.

8.  There is an increase in the learning effect, if they draw the conclusions on their own. Maybe they would just copy the answers without thinking about it, when the teacher forms the sentences.

9. Students reflect on their work, while the teacher gets a quick overview if his learning objective is reached.

# data[].attributes.body
1. The motivation is by using link to everyday life.
2. That is how you let students to investigate on their own.
3. It is important to make students to aware that they knows many things.
4. Teacher: observe, encourage them, give help if needed.
5. Student: do an experiment, communicate.
6. I think they support more general study-skills. They make learning chemistry relevant.
7. Basic, similar to my students.
8. They must focus, put down how they understand. They join experiment and theory.
9. To understand the conclusion.

# data[].attributes.headline
1.How can you motivate your students at the beginning of the class? A story or question from their own young lifes2.What can be the reason for equipment not being written in the lab record? Maybe to let the students decide what they want to use from their classroom3.Why should students start with tasks 2 – 3 – 4?to make logic experience in the teacher decided way of methodology and didactics.4.What was the teacher’s role while students worked? Helping, observing, summerize5.What was the students’ role during their work? Make experience, try to solve a problem, work together6.What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?To answer only in watching, not understanding the communication: to write it on the table is good, but you can make it better as teacher for examle group posters als common result.7.What do you think about students‘ hypotheses? Would the hypotheses of your students be different? My students are older, yes and no, they would ask me harder8.Why do you think it’s important that students were asked to make their own general conclusion from video/text? They have to bring  their own thoughts in order for themselves, it would be not ok, if the teacher told them what to think. It is a good lesson for „bringing your thoughts out in your own language“9.What was the aim of the final revision? Summerize and conclusion

# data[].attributes.subject
1.How can you motivate your students at the beginning of the class? A story or question from their own young lifes2.What can be the reason for equipment not being written in the lab record? Maybe to let the students decide what they want to use from their classroom3.Why should students start with tasks 2 – 3 – 4?to make logic experience in the teacher decided way of methodology and didactics.4.What was the teacher’s role while students worked? Helping, observing, summerize5.What was the students’ role during their work? Make experience, try to solve a problem, work together6.What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?To answer only in watching, not understanding the communication: to write it on the table is good, but you can make it better as teacher for examle group posters als common result.7.What do you think about students‘ hypotheses? Would the hypotheses of your students be different? My students are older, yes and no, they would ask me harder8.Why do you think it’s important that students were asked to make their own general conclusion from video/text? They have to bring  their own thoughts in order for themselves, it would be not ok, if the teacher told them what to think. It is a good lesson for „bringing your thoughts out in your own language“9.What was the aim of the final revision? Summerize and conclusion

# data[].attributes.body
1. How can you motivate your students at the beginning of the class?

Students get motivated when they recognise what they are learning in their real life.
2. What can be the reason for equipment not being written in the lab record?
They make their own decisions and they are completely resposible for their options.
3. Why should students start with tasks 2 – 3 – 4?
The KWL chart in its different versions is important to make the students aware of their own learning.
4. What was the teacher’s role while students worked?
Observe and provide help when need it.

5. What was the students’ role during their work?
Group work to solve the problem.
6. What can you say about the activity evaluation?
When students reflect about what they are doing and they understand it , they acquire that knowledge easily.
7. What do you think about students‘ hypotheses? Would the hypotheses of your students be different?
They would do similar hypotheses.
8. Why do you think it’s important that students were asked to make their own general conclusion from video/text?
It's a way to make them think by themselves and then, show them how that logical connections make sense.
9. What was the aim of the final revision?
Share with the rest of the class and consolidate their learning.

# data[].attributes.body
How can you motivate your students at the beginning of the class?
By choosing a current topic from everyday life.
2.What can be the reason for equipment not being written in the lab record?
by not giving instructions to students, which equipment to choose from, giving them freedom for independent thinking and not directing them to our thinking, but in their own way.

3. Why should students start with tasks 2 – 3 – 4?
Above all, in this way they develop their own way of exploring.
4. What was the teacher’s role while students worked?
Help, observe, summarize the data

5. What was the students’ role during their work?
They think about how to solve the problem, they consult and write important information, ..
6. What can you say about the activity evaluation (from the point of view of general study-skills and later Chemistry)?
I think that you can learn a lot of things if you see examples in practice and then connect with theory.

7. What do you think about students‘ hypotheses? Would the hypotheses of your students be different?
All my students are not able to think at this stage. It depends on the class, of course, from the given problem, if they are interested in the problem, they are more creative.

8. Why do you think it’s important that students were asked to make their own general conclusion from video/text?
To summarize their results.
9. What was the aim of the final revision?

To make conclusions of the acquired knowledge.

# data[].attributes.body
1. The motivation is similar: making link to everyday life.
2. That is how you let students to investigate on their own.
3. It is important to find out, what you already know and make predictions.
4. Teacher: observe, encourage them, give help if needed.
5. Student: do an experiment, communicate.
6. I think they support more general study-skills. They make learning chemistry relevant.
7. Basic, similar to my students.
8. They must focus, put down how they understand. They join experiment and theory.
9.  To make a summary.

# data[].attributes.body
1. I can motivate students at the beginning of the class by giving them a key question which will intrigue them, which will cause that students need to solve the problem.
2. They need to choose what to use to this experiment. They need to decide which equipment is the best in this case. They can feel powerfull and responsible because they can decide.
3. Because this is the part where they write hypothesis and decide what to do in this experiment. They need to ask themselves questions: What i want to do? How will i do it?
4. He observe, help, listen, ask extra questions.
5. Work togheter in group, communicate with each other, solve problem togheter, testing hypothesis.
6. Teacher sum up hypothesis, the right one was written on a board.
7. I think hypothesis written by my students would be the same.
8. It's important because teacher will know that students understood the movie.
9. They could sum up their knowledge.