The Fibonacci Project aims to incorporate inquiry-based science, math, and environmental education (IBSME) into primary and secondary schools through local initiatives, teacher professional development, and resource sharing. Teachers in Slovenia tested different methods for teaching science topics using "Fibonacci boxes" experiment kits, finding that most teachers preferred having students all do the same experiment rather than circulating among different stations. The coordinator sought suggestions on how to encourage more collaborative and individualized approaches while avoiding putting too much pressure on teachers.

1. THE FIBONACCI PROJECT Mateja Grašič www.fibonacci-project.eu MATEJA GRAŠIČ, [email_address] , Primary School MARIJE VERE, SLOVENIA SCIENTIX, Roundtable for teachers 08.05.2011 - Brussels

2. 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

3. 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

4. 14 sets for pupils 1 set for teacher 10 different sests SEPTEMBER 2008

5. We made a list of topics witch we will teach with Pollen boxes : In the first grade : classification, movement, Swimming and sink ing . 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.

6. Same experiment

7. Each group do different experiment

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

9. As I mentioned before , I put a lot of my spare time on work ing 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 . I f you have any suggestions or examples of good practice .

10. We change a methods, last year all pupils ha d to do one experiment and we discussed the topic for 2 lessons , this year pupil s 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 pupil s 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 beg i n ing to wor k , 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?