Through project activities, we wanted to provide appropriate training for Slovenian GLOBE teachers and their students. Our main goal was therefore teachers equipped with appropriate knowledge, who learned how to perform measurements correctly and who have already begun to expand their knowledge further. Among the goals of the project were appropriately qualified students who, under the guidance of teachers, carried out measurements, prepared research assignments, video guides, participated in GLOBE games and, through their achievements, inspired the rest of their peers for GLOBE. Among the goals of the project were also written, video and photo products. Each participating institution recorded one video guide for the chosen protocol (which will further serve as a help to newcomers to the project, as we realize that it is easier to tackle such matters if you can observe the progress of the measurement than if you just read the instructions). The video guides are freely available and will be presented at the beginning of each school year to the schools that will implement the GLOBE program (we will continue to update the guides). Each institution also prepared a research assignment according to all GLOBE regulations (hypotheses, res
With the project I measure locally - I influence globally, we wanted to properly empower and train teachers to properly implement protocols and measurements within the GLOBE program, which is one of the world's leading programs for young people to observe and benefit the environment, where the correct implementation of measurements is extremely important, so that they these authorities and to help NASA scientists. The GLOBE program is relatively new in Slovenia and the teachers are meeting it for the first time, so they have no concrete experience. Teacher training must be conducted by GLOBE trainers who have been involved in the program for many years and have extensive experience. That's why we depended on foreign mentors here. In our case, we are extremely lucky because of the proximity of neighboring Croatia, which has been included in the GLOBE program for more than 25 years, and this was the only sensible solution, so that we can properly train Slovenian teachers with their help. We also included students in the project, who learned from their Croatian peers, and who transferred the new knowledge to their classmates and shared it more widely (with research assignments on an international scale and at the first GLOBE games in