THE FIBONACCI PROJECTMateja Grašič

www.fibonacci-project.eu

MATEJA GRAŠIČ, mateja.grasic@os-marijevere.si,

Primary School MARIJE VERE, SLOVENIA

SCIENTIX, Roundtable for teachers

08.05.2011 - Brussels

3 pillars as core structuring elements

1. IBSME in primary and secondary schools

2. Local initiative for innovation & sustainability

3. Twinning strategy for IBSME spreading

Film

Services & resources provided to teachers

In each partner country, at a local level:

• sessions of professional development

• learning resources, material

• support, follow-up of teachers; peer-learning

• assessment

• 14 sets for pupils• 1 set for teacher• 10 different sests

SEPTEMBER 2008

We made a list of topics witch we will teach with Pollen boxes:

In the first grade:• classification,• movement, • Swimming and sinking.In the second grade:• classification, • movement,• measuring,In the third grade:• light and shadow, • measuring,In the fourth grade:• electricity,• Separation of mixtures.In the fifth grade:• electricity,• Weather.

Same experiment

Each group do different experiment

I was in Serbia and Romania in workshops with national co-ordinator Ana Blagotinšek. I made contacts with several primary teachers, but teachers in our school did not take the opportunity for the international cooperation. How to impress them to cooperate, to exchange experiences ... Primary teachers have difficulty with English, English teacher with sciences ....

As I mentioned before, I put a lot of my spare time on working with primary teachers. If we want high-quality research in science teaching with Fibonacci boxes it is necessary to have two teachers in the classroom. But I have to find another option, because it is difficult to combine teaching and

working in project. If you have any suggestions or

examples of good practice.

We change a methods, last year all pupils had to do one experiment and we discussed the topic for 2 lessons, this year pupils circulate among the experiments in the classroom and we spend four lessons for topic. I expect some feedback from teachers and each will decided witch metod suits . The response surprised me, the majority chose the first (last year's method of teaching), I believe that is so because pupils are more easy controlled. I would still like to see that pupils work individually, but we must do this year's method of work. I do not know whether I should be satisfied that teachers are finally begining to work, or should, after two years, plan to do more, but I do not want to put too much pressure on teachers. So do you have any suggestions for future?