UPTAKE of FIBONACCI PROJECT

Antonia Trompetaa antonia.trompeta@ua.es

Presentation structure

I. Summarizing Fibonacci Project

II. Our implication

1st step – Learning from experts

2nd step – Twinning and Tutoring - RC - Tw1 – Tw2

3rd step – Working with teachers – TPD planning

4th step – Implementing the IBSE to children

5th step – And after Fibonacci project?

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I. Summarizing Fibonacci Project

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I. Why Fibonacci?

• Leonardo of Pisa (1170-1250ac), commonlycalled Fibonacci, was a talentedmathematician.

• His famous sequence of numbers

1, 1, 2, 3, 5, 8, 13, 21, 34, …n+n-1,..

was chosen to illustrate how a massivedissemination project in Europe could be planned.

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I. What wasThe Fibonacci Project?

• A European research and development projectsupported by the European Commision, 7th Framework Programme

• A Disseminating Inquiry-Based Science and Mathematics Education (IBSME) project in Europe

www.fibonacci-project.eu

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I. Why The Fibonacci Project?

• European authorities and the internationalscientific community had acknowledged themajor importance of IBSME (Primary and Secondary school) for developing:

• Scientific literacy

• Raising interest in science and mathematics

• Reinforcing scientific careers

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I. Which was the ambition ofThe Fibonacci Project?

• To contribute to the dissemination of the FP6 projects of Pollen, Sinus-Tranfer and IMST which had been successfully implemented in 17 European cities.

• www.pollen-europe.net

• http://sinus-transfer.eu

• http://imst.ac.at

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I. What was the form of dissemination?

• Through the pairing of

12 Reference Centres

12 Twin Centres 1

12 Twin Centres 2

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I. Who was on the Coordination?

Scientific Coordination:

• Science: “La main à la pâte” (France)

Dr. David Jasmin

• Mathematics : University of

Bayreuth (Germany) Prof. Peter Baptist

European Coordination:

La main à la pâte and the École normale supérieure

External evaluation: Educonsult (Belgium)

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I. What were the Core Elements?

Three Pillars:

I. IBSME for scientific literacy

II. Local iniciative for innovation and sustainability

III. Partner strategy for IBSME dissemination

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I. What were the Core Elements?

Nine Patterns:. Problem-based culture

. Working scientifically

. Learning from mistakes

. Securing Basic knowledge

. Cumulative learning

. Interdisciplinary approaches

. Participation of boys and girls

. Student cooperation

. Autonomous learning

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I. What were the Common activities?

Twinning and Tutoring activities (Rc-Tw1-Tw2)5 Common topics seminars:- Scientific inquiry in mathematics - Bayreuth- Scientific inquiry in natural science - France- Expanding a Reference Centre - Berlin- Cross disciplinary approaches - Leicester- External environment - Helsinki

2 ConferencesRaising awareness about IBSME – Bayreuth

Bridging the gap between scientific ed. research and practice – Leicester

Collaborative project: www.greenwave.eu

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I. Resources

The Fibonacci website

www.fibonacci-project.eu

Starting package – Basic Patterns of Fibonacci

Guidelines on the 5 major topics

Examples of Activities

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I. Our implication

The team

Who are we?

Department of “Didáctica de las Ciencias Experimentales” Facultad de Educación, U. AlicanteManuel Navarro, Asun Menarges, Rafa Colomer, Director: Prof. Joaquín Martínez Torregrosa, Juan A. García Lillo, Luis Osuna, Paco Savall, Antonia Trompeta (coord.)

(from left to right and up to down)

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What was our role in this project? Participating in the conferences and seminars Twinning with RC and Tw1 Preparing teaching materials – creating, adaptingDeveloping IBS teaching of pre-service and in-service

teachers. Tutoring and evaluating the implementation of IBSME

to children Researching the actituts and adquisition of knowledge

of University students

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I. Our implication

1st step – Learning from experts

Participating

We attended:3 Conferences - Bayreuth, Leicester, Slovakia2 Seminars – Paris, Leicester2 Field Visits – Aabenraa2 Science Festivals – University College South Denmark

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What did we learn?

• First Conference (Bayreuth)

Comprehension of the Project

Understanding of the IBSME cycle

Learning from experts

First meeting of partners

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What did we learn?

Second Conference:

Tools to join scientific education

research and practice

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What did we learn?Seminar in Leicester

Science literacy

Geography and history

External resources

Learning to take into accountcross disciplinary approaches

• Maths, Technology

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I. Our implication

2nd step – Twinning and Tutoring -RC - Tw1 – Tw2

What about Our Twinning?

Reference Center: University College South Denmark – Ida Guldager (coordinator)

Twin Center 1: Ciencia Viva – National Agency of Scientific and Technological Culture (Lisbon, Portugal) – Rosario Oliveira (coordinator)

Twin Center 2 – University of Alicante –Department of Scientific Education, Faculty of Education - Antonia Trompeta (coordinator)

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Twinning and tutoring activities

Twinning:

• Two field visits - Denmark

• Science Festival visit – Denmark

• Common Activity for teachers and students –”Ships”

• Common Blog

Tutoring:

Workshops - Alicante, Jávea , Altea

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Field visits experience - Denmark

Implementing IBSE methodology

Preparing Science Festival

Collaborating Local scientific institutions

Using the external environment

Managing Teacher Resource Centres

Tina Harvis

• Ida Guldager

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Last field visit and science festival

Clear motivation of university students and children Claus Aunting presenting

New workshop of ships

Presenting our experiencesSpanish in-service teachers

Rafa Colomer

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Working together

• Analysing

“Big Ideas of Science”

(Wynne Harlen)

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Tutoring activities

Tutoring of a IBSMTE unit:

“Seed

dispersal

in air”

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Tutoring activities

Rc – Tw1 – Tw2 project

“Which is

the fastest

Ship?

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Sessions for teachers in SpainWorkshop of “Dispersing seeds” - Ida GuldagerLes Rotes School Altea

Ida Guldager and Joaquín Martínez T.

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Sessions for teachers In SpainWorkshop of “Ships” Ida Guldager and Claus Aunting2 sessions in three locations: Jávea, Altea and Alicante, Integrated in an ongoing TPD course

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Paco Savall and Ida Guldager

Slovakia, Dec 2012

Sessions for teachers In Portugal2 session run by the RC teamIntegrated in an ongoing TPD course

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I. Our implication

3rd step – Working with teachersTPD planning

Professional Developmentin-service teachers

• Collaboration with Teacher Resources Centres - CEFIRE

• Regional Educational Authorities - in theBoard of the Project

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Professional developmentIn-service teachers - Alicante

• Fibonacci Project presentations (2 hours)

Meetings

• Jornadas Curie

• Presentations in three zones:

CEFIREs Marina Alta, Marina Baja

and Alicante

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Professional Developmentin-service teachers

o Astronomy Course (2010/11)- 20 teachers – 30 hrs

o IBSE seminar (2011/12) – 20 teachers, 30 hrs – (Seeds Workshop)

o IBSE seminar (2011/12) - 49 teachers , 30 hrs (Ships workshop)

o IBSE teamwork – “Weather” (2011/12) – 3t., 30 hrs.

o Innovation seminar “Give me a ship and I’ll move a community”(2011/12) – 18 teachers – 60 hrs

o Workshop – Interdisciplinary Projects (2011/12) – 10 t. – 40 hrs.

o IBSE Seminar “Analysing our teaching - seeds” (2012/13) – 10 t., 30hrs.

o IBSE teamwork “ Trees around me”, (2013/14), 4t., 30 hrs.

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Professional developmentIn service-teachers - Altea

• Day, night, and the seasons course

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Professional developmentIn-service teachers - Jávea

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PRE -service teachers - UAPre-school, primary and secondary educationIBSE teaching of:• Day, night, and the seasons.• Living things• Light and Sound• Materia

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I. Our implication

4th step – Implementing the IBSE to children

Implementation at schoolscourse 2010/11

• 6 schools

• 41 teachers

• 435 students

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Implementation at schoolscourse 2011/2012

• Alfás del Pi – Veles y Vents – 1 Teacher - 30 students – 6 years old • La Nucia -La Muixara – 3 teachers – 60 students - 10 and 11 years • Polop – San Roque – 2 teachers – 40 students - 9 and 10 years old • Altea – Les Rotes – 20 teachers – 350 students - 4 to 11 years old• Altea – Garganes – 21 teacher – 20 students – 5 years old• Alicante – Aneja – 6 teachers – 200 students – 6 to 11 years old• Alicante – Tossal – 10 teachers – not students (not implemented)• Callosa – IES – secondary education - 1 teacher – not students• Jávea - Trenc d’Alba – 10 teachers, not students ( not implemented)• Jávea - IES 1 –- 2ª education - 26 teachers - 150 students - 13 and 14 years old• Denia – Alfa y Omega – 20 teachers – all the school prim and sec.- 360 students• Villafranqueza – Juan Bautista LLorca – 1 teacher – 20 students - 6 years old

Total: 12 schools, 121 teachers, 950 students aprox.

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Implementation at schoolscourse 2012/2013/2014

• Alfás del Pi – Veles y Vents – 1 Teacher - 30 students -– 6 years

• Altea – Les Rotes – 15 teachers – 200 studs. - 4 to 11 years old

• Jávea - IES 1 - 10 teachers - 90 students

• Denia – Alfa y Omega – 20 teachers – 300 students (1ª Y 2ª)

Total: 4 schools, 51 teachers, 620 students

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Greenwave project

Local vegetal species observed: Almond and Populus Alba, Tremula or Nigra.

Activities carried out:

- Study the temperature,

wind speed and rain fall.

- Observing arrival of swallows

- Observing the bugs of leaves

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Materia round me …

• Materials workshops

• for kindergarten

• Materia workshop forprimary and secondary

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Understandying day and night

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Ships

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Give me a ship and I’ll move a

community!

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Analysing Weather conditions

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Predicting and having evidenceWhich is the sweetest cereal?

Which is the fastest car?

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Exploring living things

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Observing solar energy posibilities

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Science weeks – Presenting theirprojects

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Studying the external environment

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ÁrbolesTrabajo

Naturales y Sociales

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5th step -

And after Fibonacci project?

Present and Future

On going collaboration with CEFIRE Alicante

- Astronomy course in “Juan Bautista Llorca” School - Villafranqueza

- Living Things in “Almadraba kindergardenschool” – Alicante

- New interdisciplinqr qnd vertical project: Which is the fastest car?

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MATERIALS WWW.fibonacci-project.euwww.fibonacciproject.es

www.rua.ua.eswww.ocw.ua.es

1. . La búsqueda de la unidad: MartínezTorregrosa, J. et all., 1993.

2. Astronomia. ESO. Osuna, Luis, 2003 3. Planificación, puesta en práctica y evaluación de la enseñanza problematizada sobre la luz y la visión en la educación secundaria obligatoria: Osuna, Luis, 2008

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MATERIALS

• Fibonacci Presentation Booklet – in Spanish

• Self evaluation tool for teachers - in Spanish

• Examples of Fibonacci units –Translated to Spanish and Catalan – www.fibonacci-project.eu

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MATERIALS “in progress”

Units for preschool and primary – from 4 to 9 year old • Inquiry about air – Is there any air round here?• Inquiry about materials – How are things round me?• Inquiry about Living Things – Who are they?• Inquiry about Living Things – Are they similar?• Inquiry about Living Things – What they need to live?• Inquiry about Living Thins – Who lives where?• Inquiry about Living Things – What do we have inside us?• Inquiry about Day and Night – Who give us light? • Inquiry about Time – What do you do along the day?• Inquiry about Sound – What do we need to hear?• Inquiry about Light – What do we need to see?

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MATERIALS “in progress”

Units for primary – from 10 to 11 years old

• Inquiry about Movement – Studying forces and movement• Inquiry about matter- Do water, air and a stone have something in

common?• Inquiry about Living things –Do unity and diversity go together? • Inquiry about Living things – Which processes happen in every living

thing?• Units ( IBSMTIE) for all levels primary and low secondary:• Give a ship and I move a Community adapted from “Ships” (Denmark)• Following the steps of a seed – adapted from “Seeds” Denmark

Units ( IBSMTIE) for all levels primary and low secondary:• Give a ship and I move a Community adapted from “Ships” (Denmark)• Following the steps of a seed – adapted from “Seeds” Denmark

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MATERIALS

Units for lower secondary – from 12 to 14 years old

• Astronomia. Programa guia

• Inquiry about day and night – Which is longer, morning or afternoon?• Inquiry about day and night – Do all the days long the same?• Inquiry about day and night – When is the sun upon my head?• Inquiry about plants nutrition – Guide of application of the unit• Inquiry about plants nutrition – Do they need water?• Inquiry about plants nutrition – Do they need air and light?• Inquiry about plants nutrition – A model of nutrition• Inquiry about plants – Do they need light to germinate?• Inquiry about Nature round us - This tree, my friend. Which things are living

with me?

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MATERIALS

Units for upper secondary – from 14 to 16 years old and up

• Inquiry about light – How can we see?

• How are the Sun and the Earth moving?

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Website addresses for the courses University Alicante

• University of Alicante -• http://www.rua.ua.es/• www.ocw.ua.es

Seminar Moodle – Elaboración y puesta en práctica de una unidad didáctica por indagación.

(Creating and implementing an IBSE unit) http://cefire.edu.gva.es/course/view.php?id=335y

Infants course Moodle – Enseñar Ciencias porindagación ( How to teach Sciences as inquiry) http://cefire.edu.gva.es

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And then … Why Fibonacci Project?

“The best way to learn is to do – to ask and to do. The best way to teachis to make students ask, and do. Don’tpreach facts – stimulate acts”Paul HALMOS Hungarian-born American mathematician

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THANKS!

UPTAKE of FIBONACCI PROJECTAntonia Trompeta

a antonia.trompeta@ua.es