Learning science is easy with games Erasmus Project

Project Title

Learning science is easy with games

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2014

Project Topics

This project is related with these Project Topics: Key Competences (incl. mathematics and literacy) – basic skills; Natural sciences; ICT – new technologies – digital competences

Project Summary

During our teaching experience we recognised that science subjects seem to be more difficult for students to learn. These subjects are not really popular among them. According to our previous questionnaire in connection with another project pupils thought Maths, Chemistry and Geography are the most difficult ones. Having this knowledge we decided to find international partners who face with the same problem and with whom we can share our experiences and good practices how to deal with this dilemma. We wanted to work and try out new teaching materials which are based on games as we believe learning can be more enjoyable and effective when pupils can participate in the process actively. Nowadays there are many ICT based games and toys like Lego MindStorm, Sphero Robotic Ball etc. which develop students’ logical thinking. One of our aims was to share our teaching experiences about how we can use these tools in the everyday practice successfully. We also wanted to collect good sites on the Internet which help make lessons more pleasant and efficient. We would have liked to try out new methods based on ICT in the process of teaching and learning. One of our objectives was to show students how to use the endless possibilities given by the Internet in their learning process much more usefully. Our other aim was to introduce teachers many teaching materials, valuable methods and new ideas and ways how we can make the teaching-learning process more personalized.
Knowing these objectives we tried to find partners which are open to innovative ideas and renewal, which are experienced in some fields of teaching Science and would like to learn more.
The coordinator school became Orosházi Vörösmarty Mihály Általános Iskola from Hungary. The staff of this institution is very inventive; they often try out new methods and want to get more methodological knowledge. Many teachers use IBL, all lower graders apply Chess Palace programme and the school also has an experienced KIP mentor. All of these things made the institution suitable to share their good practices. The Spanish partner, I.E.S. LOS PACOS – from Fuengirola is highly experienced in the effective usage of project method.
Finland is famous for its good teaching practices. The Finnish partner from Kymintehtaan koulu Kouvolan kaupunki Kuusankoski has a strong contact with Kymenlaakson Ammattikorkeakoulu (University of Applied Sciences in Kouvola) which has had experiences in applying VLE in the learning-teaching process for several years.

Because of the above mentioned strength of the partner institutions the project had three main pillars and different sections: IBL, project method and VLE.
In the first part of the project teachers got familiar with IBL reading materials about it on the Internet or participating in courses. Having the appropriate knowledge they developed and tried out teaching materials.
Project method was the second component of the project implementation. It is not a widely used technique in Hungary and even the Finnish partner needed some supplementary information about it. First of all teachers became familiar with the methodological background how to organize projects. Secondly we used it in different lessons and we were also eager to know the pupils’ opinion. So we asked them in a short questionnaire. Finally teachers expressed their attitude.
In the last period of the project we tried out how we can use VLE in different schools. According to this part of the project pupils were taught netiquette and useful programmes.
Although the theme of the project was mainly methodological, the effect reflected on students, too. Shy and inactive pupils participated in different activities, they learnt from their own experiences.

The project developed the students’ self-confidence mostly and during the discussion of several tasks they could feel their responsible opinion is appreciated. They felt the joy of common work and success. The pupils’ positive self-image strengthened due to the personalized activities and their evaluation.
The project activities motivated the children not to be passive receivers of knowledge but to be active members to realize the tasks. The children experienced the advantages of project based learning which they can use later in the world of work.
From the next school year the Hungarian school would like to organize a project week and the Spanish institute would like to carry out the usage of IBL in everyday teaching.

EU Grant (Eur)

Funding of the project from EU: 57135 Eur

Project Coordinator

Orosházi Táncsics Mihály Tehetséggondozó Gimnázium, Szakközépiskola, Általános Iskola és Kollégium & Country: HU

Project Partners

• INSTITUTO DE EDUCACION SECUNDARIA LOS PACOS
• Kymintehtaan koulu Kouvolan kaupunki