Case Studies

  • Mireia Llobet, Spain

    "In particular, the neuroscience speech that can be applied to teenage learning has really enhanced my confidence this year as I have some particularly challenging students to motivate."

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  • Radek Matuška, Czech Republic

    "Activities within the Amgen Teach programme have encouraged me to use inquiry-based teaching methodology in my classroom. Before Amgen Teach, I used IBSE activities a little. However, after the Amgen Teach training, I felt more confident, knowing that there are more IBSE activities that really work and could be directly applied in my classroom."

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  • Aleksandra Kwiek, Poland

    "The second important thing that I've learnt from Amgen was how to use my domestic things in my work, how to change expensive reagents for cheaper ones. Now I use more ingredients for my lessons and I take them from our school kitchen."

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  • Sandra Prokop, Austria

    " I started using a different way to approach problem-solving. Instead of explaining concepts, I help the students spend more time discussing each lesson and reach a conclusion with step-by-step instructions.

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  • Özlem Ortak Kilinç, Turkey

    "This semester my students really liked the teaching new methods. They felt they were taking part of their learning process."

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  • Carles Sanchiz, Spain

    "After an experiment, I try to motivate the students to think about what has happened and why, trying to build an reliable explanation of the phenomenon."

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  • Angela Colli, Italy

    "After the training Amgen Teach in Milan I developed a project named "Feel good" to apply IBSE methodology to environmental education. We started with an interactive meeting in which students were invited to ask questions and to reflect on the relationship between diet and environment."

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  • Petr Distler, Czech Republic

    "In my opinion, my students appreciated mainly the practical tasks – hands-on activities. I applied new ones during my classes, providing them with more practical examples connected to the curriculum."

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  • Róisín Uí Choinn, Ireland

    "I show an Amoeba under a microscope and the students argue is it a plant, fungus, animal or other."

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  • Alexandra Khelil-Schmidl, Austria

    "It is very important in teaching sciences, that students are able to establish hypothesis"

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