Presentation from the 2nd Scientix Conference, 24-26 Ocotober 2014, Brussels, Belgium

1. UPTAKE of FIBONACCI
PROJECT
Antonia Trompeta
a antonia.trompeta@ua.es

2. 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?
2

3. I. Summarizing Fibonacci
Project
3

4. I. Why Fibonacci?
• Leonardo of Pisa (1170-1250ac), commonly
called Fibonacci, was a talented
mathematician.
• His famous sequence of numbers
1, 1, 2, 3, 5, 8, 13, 21, 34, …n+n-1,..
was chosen to illustrate how a massive
dissemination project in Europe could be
planned.
4

5. I. What was
The Fibonacci Project?
• A European research and development project
supported by the European Commision, 7th
Framework Programme
• A Disseminating Inquiry-Based Science and
Mathematics Education (IBSME) project in
Europe
www.fibonacci-project.eu
5

6. I. Why The Fibonacci Project?
• European authorities and the international
scientific community had acknowledged the
major importance of IBSME (Primary and
Secondary school) for developing:
• Scientific literacy
• Raising interest in science and mathematics
• Reinforcing scientific careers
6

7. I. Which was the ambition of
The 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
7

8. 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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9. 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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10. 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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11. 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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12. 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 Conferences
Raising awareness about IBSME – Bayreuth
Bridging the gap between scientific ed. research and practice – Leicester
Collaborative project: www.greenwave.eu
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13. I. Resources
The Fibonacci website
www.fibonacci-project.eu
Starting package – Basic Patterns of Fibonacci
Guidelines on the 5 major topics
Examples of Activities
13

14. 14
I. Our implication
The team

15. Who are we?
Department of “Didáctica de las Ciencias
Experimentales” Facultad de Educación, U. Alicante
Manuel 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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16. What was our role in this project?
 Participating in the conferences and seminars
 Twinning with RC and Tw1
 Preparing teaching materials – creating, adapting
 Developing 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
16

17. 17
I. Our implication
1st step – Learning from experts

18. Participating
We attended:
3 Conferences - Bayreuth, Leicester, Slovakia
2 Seminars – Paris, Leicester
2 Field Visits – Aabenraa
2 Science Festivals – University College South
Denmark
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19. 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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20. What did we learn?
Second Conference:
Tools to join scientific education
research and practice
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21. 21

22. What did we learn?
Seminar in Leicester
Science literacy
Geography and history
External resources
Learning to take into account
cross disciplinary approaches
• Maths, Technology
22

23. I. Our implication
2nd step – Twinning and Tutoring -
RC - Tw1 – Tw2
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24. 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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25. 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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26. 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
26

27. Last field visit and science festival
Clear motivation of university students and
children Claus Aunting presenting
New workshop of ships
Presenting our experiences
Spanish in-service teachers
Rafa Colomer
27

28. Working together
• Analysing
“Big Ideas of Science”
(Wynne Harlen)
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29. Tutoring activities
Tutoring of a IBSMTE unit:
“Seed
dispersal
in air”
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30. Tutoring activities
Rc – Tw1 – Tw2
project
“Which is
the fastest
Ship?
30

31. Sessions for teachers in Spain
Workshop of “Dispersing seeds” - Ida Guldager
Les Rotes School Altea
Ida Guldager and Joaquín Martínez T.
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32. Sessions for teachers In Spain
Workshop of “Ships” Ida Guldager and
Claus Aunting
2 sessions in three locations: Jávea, Altea
and Alicante, Integrated in an ongoing
TPD course
32
Paco Savall and Ida Guldager

33. Sessions for teachers In Portugal
2 session run by the RC team
Integrated in an ongoing TPD course
Slovakia, Dec 2012

34. I. Our implication
3rd step –Working with teachers
TPD planning
34

35. Professional Development
in-service teachers
• Collaboration with Teacher Resources Centres
- CEFIRE
• Regional Educational Authorities - in the
Board of the Project
35

36. Professional development
In-service teachers - Alicante
• Fibonacci Project presentations (2 hours)
Meetings
• Jornadas Curie
• Presentations in three zones:
CEFIREs Marina Alta, Marina Baja
and Alicante
36

37. Professional Development
in-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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38. Professional development
In service-teachers - Altea
• Day, night, and the seasons course
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39. Professional development
In-service teachers - Jávea
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40. PRE -service teachers - UA
Pre-school, primary and secondary education
IBSE teaching of:
• Day, night, and the seasons.
• Living things
• Light and Sound
• Materia
40

41. I. Our implication
4th step – Implementing the IBSE
to children
41

42. Implementation at schools
course 2010/11
• 6 schools
• 41 teachers
• 435 students
42

43. Implementation at schools
course 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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44. Implementation at schools
course 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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45. 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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46. Materia round me …
• Materials workshops
• for kindergarten
• Materia workshop for
primary and secondary
46

47. Understandying day and night
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48. Ships
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49. Give me a ship and I’ll move a
community!
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50. AnalysingWeather conditions
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51. Predicting and having evidence
Which is the sweetest cereal?
Which is the fastest car?
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52. Exploring living things
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53. Observing solar energy posibilities
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54. Science weeks – Presenting their
projects
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55. Studying the external environment
55
Árboles
Trabajo
Naturales y Sociales

56. 56
5th step -
And after Fibonacci project?

57. Present and Future
On going collaboration with CEFIRE Alicante
- Astronomy course in “Juan Bautista Llorca”
School - Villafranqueza
- Living Things in “Almadraba kindergarden
school” – Alicante
- New interdisciplinqr qnd vertical project:
Which is the fastest car?
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58. MATERIALS
WWW.fibonacci-project.eu
www.fibonacciproject.es
www.rua.ua.es
www.ocw.ua.es
1. . La búsqueda de la unidad: Martínez
Torregrosa, 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
58

59. 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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60. 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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61. 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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62. 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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63. 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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64. 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 por
indagación ( How to teach Sciences as inquiry)
http://cefire.edu.gva.es
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65. And then … Why Fibonacci Project?
“The best way to learn is to do – to
ask and to do. The best way to teach
is to make students ask, and do. Don’t
preach facts – stimulate acts”
Paul HALMOS Hungarian-born American mathematician
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66. THANKS!
UPTAKE of FIBONACCI
PROJECT
Antonia Trompeta
a antonia.trompeta@ua.es