Uptake of Fibonacci in Spain, Antonia Trompeta
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description
Presentation from the 2nd Scientix Conference, 24-26 Ocotober 2014, Brussels, Belgium
Transcript of Uptake of Fibonacci in Spain, Antonia Trompeta
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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