We developed this project bearing in mind both the need and usefulness of methodological renewal. One of the ways to reach this is the way of choosing ICT based techniques in the process of teaching and learning. It is needed because in the everyday life of children these equipments play an important role and we have to teach them to self consciously use the web to share information and knowledge, On the other hand teachers also have to be clear with the advantages and disadvantages of these to guide their students. Our programme is based upon three main pillars. In the first our colleagues become familiar with IBL, and with the help of this they will develop teaching materials and try out them. With the help of IBL tasks are based on real problems of life, so natural science subjects are brought closer to children, and they will like these subjects more. Project method and VLE are also individual and unique ways of teaching with. Our aim is making these techniques popular with the help of creating a methodological product. Although the theme of the programme is mainly methodological, the effect will reflect on students. Not only talented pupils will enjoy learning this way, but also those who have low basic skills. The earlier used frontal class work became old fashioned teaching in heterogeneous groups, personalized learning can be attained thorough these three new methods. Moreover as they have to work together, cooperate with each other, their social skills will powerfully develop. With this programme in the first round we can involve at least three hundred people but later with the sustainability of the project more and more people can benefit from the results of this multilateral transnational cooperation from year to year.
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.