The main objective of our project is to get our students love the above-mentioned school subjects by keeping and strengthening their instinctive curiosity and natural desire for knowledge. To achieve this objective we must provide various programmes. We want our students to have fun in exploring the regularities. Our goal is to develop basic skills, too. We want to improve our students’ performance by using effective learning methods. During the project we provide opportunity for everyone to join in the activities. Students with special needs or in disadvantaged situation can also be involved in the project work. We will encourage them to participate. In this project pupils with special needs and slower children also can succeed. Success will positively influence on their self-confidence and self-evaluation. Learning will become a joyous action for them, too. This modern form of work gives opportunity for informal studying and for cooperation. This project also aims to develop cooperation with parents and other schools. Partners to cooperate with were found on etwinning portal. The planning started with 6 partners. There are Polish, Slovakian, Italian, Roman, Turkish and Hungarian schools in this project. In the ELT of each school there are Physics teachers and English teachers. Physics teachers are the coordinators in every school. Local coordinators and the project coordinator are responsible for the implementation and for meeting the deadlines. Some of the partners have already taken part in similar projects so they have experience. The others want to find good practises and implement them in their own schools. Parts of the project application: the plan of activities, the description of project products. It also contains the deadlines and the responsible people or institution. Planned project products: project team, project logo, website, questionnaires, brossures, emagazines, collection of videos, eBook: collection of experiments, presentations about research centres, international meetings, educational trainings for students and teachers. One of the priorities is to elaborate, implement and sustain a vocational syllabus, to which a description of mutually compiled experiments (ebook) with photos, as well as short videos of the succesful experiments would be attached. International meetings and educational trainings also have great importance as participants can build up personal relationship and learn about educational systems of partner institutions. The cultural diversity will provide various, multifarious teaching methods. Partners can increase their efficiency by gaining experiences. Meetings and workshops can intensify the relationship and the cooperation. In addition partners learn to adapt to partners’ pace of work, to their attitude to work, to their customs, to their strength and weakness. Project coordinator, and local coordinators will take part in each international meeting. Their participation will contribute to the efficiency and to the smooth running of the work. Planned outcome of the project: • Knowledge and awareness about cultural and linguistic diversity.• Sense of European citizenship and respect towards other cultures.• The importance of learning languages.• Communication in mother tongue.• Developement of digital competencies. Participants’ ability to search, collect and process information and use it in a critical and systematic way is in focus. • Change of good practises. • Information about educational systems and teaching methods of partner schools.• Close, multi-level cooperation.• Experience-based learning.Continuation:Every year in April we organize the event called „Afternoon with experiments” in our own institution. During this afternoon we will present the experiments learned from our partners. Utilization:Project products can easily be built in partners’ and others’ own practice and they do not cost a lot of money. The collection of videos help to implement the plans and activities.Exhibitions give new opportunity for institutions to increase their prestige. Exhibitions can attract more and more visitors and it can result an open institution. The results of the project will be published in professional journals, too. We try to publish our result in several magazines year after year. We coopertate with teacher training and maintain contact with young science teachers. We try to get them integrate our project in their teaching practise. We want to follow-up thier success. We will share our experiences with the others.This project will give opportunity to extend connections among people and institutions. It will strengthen professionalism and Europeanism. The meetings will support the communication in English this way they will develop participants’ foreign language competencies.Project coordinator is mainly responsible for the above-mentioned actions but it can also be a strong need from partners as their reputation and popularity can grow by these action.
In this cooperation there were 6 countries. In the participating countries the popularity of Physics subject has been reduced. At the same time the development of technology is speeded up, so there is a strong need for having experts on Physics. It is necessary to raise the efficiency of teaching Physics by informing teachers, by introducing new teaching methods and scientific results to resolve this contradiction. So our key issue was to develop the abilities and skills that facilitate our students to succeed in the future in a knowledge-based society. Some national and European surveys also evidenced that students are not motivated enough in studying Physics and Chemistry. In the beginning of scientific experiences little children have instinctive curiosity and desire for knowledge. During their school studies this curiosity is somehow repressed. During the meetings students met other students from the schools of partner institutions. They were enthusiastic to make new friends, to host the guests or to travel abroad. Host students and their parents did their best to make the guests’ stay memorable. Involved students wanted to fascinate the audience with their scientific knowledge, so they were motivated to practice the experiments. We wanted our students to have fun in exploring the regularities. Our goal was to develop their basic skills, too. We also improved our students’ performance by using effective learning methods. 1. Young Researchers’ Night (all the partners in October) 2. Mini-museum (exhibition of old experimental devices in each country) 3. Project corner 4. Project logo (all of the partners should prepare 5 logo designs for the first meeting) 5. Portrait gallery of scientists (all partners indroduce 3 well-known scientists of their own country) 6. e-Book: a collection about the scientists who were shown in Portrait gallery 7. Introduction of successful young scientists (eg. young scientists in Cern) 8. Spectacular experiments with home-made devices (each partner prepares 5 different experiments and shows them to the other partners during the meetings) 9. Motto/slogan of the project, of the cooperation (during the first meeting) 10. Video presentations about the experiments on the website 11. eMagazine (reports on the activities at the end of the first and second year of the partnership) 12. Art competition (digital exhibition of drawings about favourite experiments, natural phenomena on the common website) 13. Collection of crosswords, puzzles and mind-breakers in English (on the website) 14. Research centers in the partner countries (presentations in English: on the website and in the eBook. 15. Physics on Stage (students’ experiments during 2 meetings) 16. Science Festival in Arad (experiments of students from Arad, Romania) 17. Day of Physics (at the same time in April in every country, video conference) 18. ’Let’s measure the length of the equator of the Earth!’ (based on Eratosthenes’s theory) During the project we provided opportunity for everyone to join in the activities. Project tasks involved a wide variety of different activities. Students with special needs or in disadvantaged situation were also involved in the project work. Pupils with special needs and slower children also could succeed. Scientific work was the basis. However, organising the mini-museum, planning and drawing the logo and natural phenomena, working on project corner, taking photos, videos, prettifying and getting school buildings ready to have foreign visitors etc. all gave excellent opportunity for everyone from the age of 7 to 14 to take part in this project. We can boldly declare that success positively influenced on their self-confidence and self-evaluation. Looking for and finding interesting experiments and creating the necessary devices and even learning English words and expressions for the experiments became a joyous action for them, too. This modern form of work gave students opportunity for informal studying and for cooperation. This project also aimed to develop cooperation with parents and other schools. Partners to cooperate with were found on eTwinning portal. Polish, Slovakian, Italian, Romanian, Turkish and Hungarian schools took part in this project. In the ELT (Erasmus Leadership Team) of each school there were Physics teachers and English teachers. Local coordinators and the project coordinator were responsible for the implementation and for meeting the deadlines. Partners found good practises (teaching methods, motivation, decorations, conflict management, education principles etc.) and implemented them in their own schools. Cultural diversity provided various, multifarious teaching methods. Partners could increase their efficiency by gaining experiences. Meetings and workshops intensified the relationship and the cooperation.