# data[].attributes.headline
Hello !!                             I studied the bones and I believe it was some kind of dinosaur, a small one, because of the skeleton and the legs/"hands". It lived in the land because there was nothing in my opinion to indicate otherwise. It must have been a carnivore because of the teeth, possibly a hunter, because of the legs. It reminds me of compsognathus.

# data[].attributes.subject
Hello !!                             I studied the bones and I believe it was some kind of dinosaur, a small one, because of the skeleton and the legs/"hands". It lived in the land because there was nothing in my opinion to indicate otherwise. It must have been a carnivore because of the teeth, possibly a hunter, because of the legs. It reminds me of compsognathus.

# data[].attributes.body
Naya Varouta

# data[].attributes.body
I'm Nectara Mircioaga from Bucharest-Romania and I teach science.

# data[].attributes.headline
Hello Everybody!I think it was a crocodile due to thin and quite weak  legs, but the skull appears rather strong and huge.In my opinion it was a hunter, ıts front teeth were sharp

# data[].attributes.subject
Hello Everybody!I think it was a crocodile due to thin and quite weak  legs, but the skull appears rather strong and huge.In my opinion it was a hunter, ıts front teeth were sharp

# data[].attributes.body
What kind of animal was it?
I think he was like a big reptile, he had a small pelvis and a big head.

What was the habitat of the animal (water, land, air)?
I think, he lived in the water and land.

Was it a hunter, vegetarian, scavenger…?
He was a hunter and predator because had the sharp teeth.

# data[].attributes.body
I am Naya, from Greece. I am a primary teacher in a privete school in Athens. I teach almost everything but have a special prefernce and interest in STEM. Thank you for the chance to participate in this Distance Learning Activity! I really enjoyed the webinar and look forward to see how this learning and teaching experience evolves!

# data[].attributes.body
I think the animal lived in land, was vegetarian and He was a Dinosauros.
l ananalaiser the bones , they was very long .

# data[].attributes.headline
Hello I am Sabrina, from Naples. I have just seen the webinair session record. I would like to compliment Christian Bertsch for the nice presentation. I really appreciated his clear explication on how scientists work. thank you

# data[].attributes.subject
Hello I am Sabrina, from Naples. I have just seen the webinair session record. I would like to compliment Christian Bertsch for the nice presentation. I really appreciated his clear explication on how scientists work. thank you

# data[].attributes.body
I would like to know more about iBSE and to share materials with other teachers

# data[].attributes.headline
Online activity – What paleontologists do?

# data[].attributes.subject
Online activity – What paleontologists do?

# data[].attributes.body
Please answer the following questions in the forum:

What does the animal look like?

What was the habitat of the animal (water, land, air)?

Was it a hunter, vegetarian, scavenger…?

What arguments support your claim?

# data[].attributes.body
Hi my name is Carol. I am a teacher from Ireland. I teach science, maths, physics and technology. I am hoping to learn more about how to do activities to improve my science teaching.

# data[].attributes.body
I am Ezgi ULUTAN from Turkey and science teacher. I want to learn different kinds of methods for teaching. I interested in projects and inquiry-based learning. I participated the Amgen teach face-to-face trainings in Turkey. But it is the first time distance learning activity. I hope to learn beneficial information for using my lessons.

# data[].attributes.headline
Hello, I' m Claudio Casali form Forlì, Italy, Emilia Romagna!!

# data[].attributes.subject
Hello, I' m Claudio Casali form Forlì, Italy, Emilia Romagna!!

# data[].attributes.body
I'm a teacher of Science in a secondary school, Liceo Scientifico.
I'm interested in new methodology to engage my students....

# data[].attributes.body
Hello I am Ana, living in Slovenija. I teach ICT in primary school. I would like to improve my teaching skills in all ways, no matter that my subject is based on technical skills.

# data[].attributes.body
Hello
My name is Hülya BAL from Turkey. I am biology teacher. I like make experiment about biology. I like science. I think "one person can change the world" so we must educate our students with science. We published an STEM report in Turkey
http://yegitek.meb.gov.tr/STEM_Education_Report.pdf

# data[].attributes.headline
Hello I’m Silvana from Pavia, a town in north Italy where I teach natural science in a secondary school; I’d like to enhance my inquiry based learning knowledge to improve my students’skills.

# data[].attributes.subject
Hello I’m Silvana from Pavia, a town in north Italy where I teach natural science in a secondary school; I’d like to enhance my inquiry based learning knowledge to improve my students’skills.

# data[].attributes.body
My name is Teresita Gravina, actually I teach Maths&Science and special needs in Italian public middle school.
I am in love with science and I am always looking for new way to engage students.

# data[].attributes.attachment_link.readable_text
Although closely related to science processes, scientific inquiry extends beyond the mere development of process skills such as observing, inferring, classifying, predicting, measuring, questioning, interpreting and analyzing data. Scientific inquiry includes the traditional science processes, but also refers to the combining of these processes with scientific knowledge, scientific reasoning and critical thinking to develop scientific knowledge. In addition to "doing" inquiry, the phrase scientific inquiry also refers to knowledge about inquiry. It is expected that all students understand the rationale of an investigation and be able to critically analyze the claims made from the data collected. One important understanding ABOUT is that the so-called fixed set and sequence of steps, known as The Scientific Method, is not an accurate representation of the multitude of approaches to inquiry followed by scientists. The contemporary view of scientific inquiry is that the questions guide the approach and the approaches vary widely within and across scientific disciplines and fields.

At a general level, scientific inquiry can be seen to take several forms. Descriptive research is the form of research that often characterizes the beginning of a line of research. This is the type of research that derives the variables and factors important to a particular situation of interest. Whether descriptive research gives rise to correlational approaches depends upon the field and topic. If scientists are attempting to find relationships among variables in nature (e.g., pollutants and animal behavior) the investigations are more correlational than descriptive. Finally, scientists may design experiments to directly assess the effect of one variable on another. This research is known as experimental. To briefly distinguish correlational from experimental research, the former identifies relationships among variables noted in descriptive research and the latter involves a planned intervention and manipulation of variables related in correlational research in an attempt to derive causal relationships.

In addition to the various forms that inquiry takes, students should also understand that all investigations begin with a question, the conclusions must be consistent with data collected, it is common for scientists following the same procedures to get different results, and data and evidence are not the same. Regarding this last point, data are the information gathered during an investigation, but the interpretation of data as being supportive or contrary to a particular prediction or conclusion is evidence. In short, evidence is interpreted data.

In summary, inquiry can be perceived in three different ways. It can be viewed as a set of skills to be learned by students and combined in the performance of a scientific investigation. It can also be viewed as a cognitive outcome that students are to achieve (i.e., what students should know about inquiry). Finally, inquiry can be considered as a teaching approach that places students in situations very similar to what scientists experience during their daily work. In this sense, "scientific inquiry" is viewed as a teaching approach used to communicate scientific knowledge to students (or allow students to construct their own knowledge).

# data[].attributes.attachment_link.description
Although closely related to science processes, scientific inquiry extends beyond the mere development of process skills such as observing, inferring, classifying, predicting, measuring, questioning, interpreting and analyzing data. Scientific inquiry includes the traditional science processes, but also refers to the combining of these processes with scientific knowledge, scientific reasoning and critical thinking to develop scientific knowledge.

# data[].attributes.body
Hello to everybody!

My name is Christian Bertsch. I am professor of science education at the University of Teacher Education in Vienna. I am looking forward to discuss with you the topic "Nature of Science" and present some teaching ideas on the topic.

I will introduce the topic in the Webinar this Wednesday and then post some teaching material in the forum!

Under http://msed.iit.edu/projectican/teachers.html and http://msed.iit.edu/projectican/teachers1.html you will find a very short introduction on NOS and Scientific Inquiry. Maybe you have chance to read the two pages till Wednesday.

Looking forward dicussing with you!

Christian

# data[].attributes.body
Hello everyone - we are very happy to have you here for this Distance Learning Activity, exchanging knowledge and opinions and strengthening the community of Amgen Teach! We invite you to introduce yourselves - your name, your country, the subjects you teach and your expectations from this activity

# data[].attributes.body
Hi from Palermo.
I would really like to know more about digital tools for Science learning

# data[].attributes.headline
Hi to everyone, my name is Marina Molla and I 'm from Komotini, Greece. I 'm a teacher in a Minority Primary School and I teach greek as a second language and geography and environmental sciences. I am interested in enhancing inquiry based learning and make them little scientists-explorers. 

# data[].attributes.subject
Hi to everyone, my name is Marina Molla and I 'm from Komotini, Greece. I 'm a teacher in a Minority Primary School and I teach greek as a second language and geography and environmental sciences. I am interested in enhancing inquiry based learning and make them little scientists-explorers. 

# data[].attributes.headline
Hi to everybody! I'm Roberta Rosa from Rome-Italy and I teach science in a Classic Lyceum. This is the first time I join a Distance Learning Activity of Amgen  and I'm looking forward to learn a lot of tricks to teach better science. I'll see you on next monday

# data[].attributes.subject
Hi to everybody! I'm Roberta Rosa from Rome-Italy and I teach science in a Classic Lyceum. This is the first time I join a Distance Learning Activity of Amgen  and I'm looking forward to learn a lot of tricks to teach better science. I'll see you on next monday

# data[].attributes.body
I ' m Costantina Cossu.
I'm from Alghero a touristic city in Italy.
I teach Natural Science, Biology , chemistry and Biotecnology in Scientific Lyceum.
I would like to know more about the marine environment and how to use it as a natural laboratory for my students. I live on the sea and often do lessons on the sea and small experiments. but I want to reinforce this aspect.

# data[].attributes.body
http://msed.iit.edu/projectican/teachers.html