The Fibonacci Project: Children developing creativity and imagination in Science “Science is a human endeavour that depends on the creativity and imagination of people as they reflect critically to make sense of their experience”. The Primary Science Curriculum (DES, 1999) We have both been taking part in the Fibonacci Science Project since September 2010. As part of the project we have been learning about new ways to help develop our pupils’ understanding of the Nature of Science: what science is, how scientists work, creativity and innovation in science, the history of ideas in science and science in the media. Scientists have to make observations about phenomena and try to make sense of these observations. They often have to use their creativity and imagination in their work. For example, scientists sometimes have to use their creativity when designing investigations or sometimes they have to use their creativity when interpreting data. One way of developing our pupils’ understanding of these aspects of the Nature of Science is by using black box activities. Black Box activities Black-­‐ box activities present children with challenges similar to those encountered by scientists. Just as scientists are often presented with problems in the real world, black box activities present children with a phenomenon that they have to try to figure out. When using black box activities, the children make observations, inferences and develop hypotheses (theories) to explain what they think is happening in a given situation. Based on their hypotheses the children make predictions and then develop ways of testing their hypotheses. The Magic Bucket A black-­‐box activity which both of our classes engaged with was “The Magic Bucket”. In this activity the children were presented with a plastic bucket that had a funnel at the top and a piece of clear tubing leaving the side of the bucket. (See photo). The teacher poured clear water into the funnel and the water came out of the plastic tubing. The teacher then poured red coloured water (food dye) into the funnel, but clear water came out of the tubing at the side. The children observed this. Finally the teacher poured green coloured water into the funnel, but interestingly, clear water came out of the plastic tubing again. We then asked the pupils to explain why they thought this was happening. Like scientists, the children discussed their observations (what they saw) and then tried to explain what they saw, they made inferences as to why they thought clear water came out each time. Then we asked our pupils to draw diagrams (pictures) of what they thought was happening inside the bucket. The children then shared their hypotheses (theories) with the rest of the class. An extension to this lesson could be to let the children to test out their own ideas (hypotheses) and create their own magic buckets to see whether or not their hypotheses (ideas) are correct. In this way they would be modelling how scientists work: making observations and inferences, developing hypotheses, designing investigations to test these hypotheses and then analysing their results to see whether or not their hypotheses are accepted. NB: It is vital that the teacher never opens the bucket. The teacher highlights the fact that as we cannot open the bucket we can never be 100% certain of what is happening inside and this is something that happens in scientists’ everyday work. Questions teacher poses during the activity What do you think will happen when I pour water into the funnel? What do you think is going to happen if I poured green water into the funnel? Why do you think clear water comes out? What do you think is happening inside the bucket? How would you explain what is happening? Value of creativity and imagination in science Lederman and Abd-­‐El-­‐Khalick ( 1998) asserted that “Among the inappropriate conceptions of the Nature of Science frequently portrayed in textbooks is the notion that for every question posed about the natural world, scientists will eventually find ‘the correct and absolute’ answer”. Furthermore, they assert that, “These notions and experiences are not consistent with the way scientific knowledge is produced. There seldom is, at least initially, and most often indefinitely, one answer to the questions that scientists investigate. This is because scientific knowledge is partly a product of human inference, imagination, and creativity, even though, it is, at least partially supported by empirical evidence.” ( Lederman an Abd-­‐El Khalick, 1998). In teaching science it is therefore important to emphasise to the pupils that all their ideas are equally valuable because they are based on the evidence available. The children begin to realise that they are working as scientists because scientists make observations, use inferences and often come to different conclusions based on their own creativity and imagination. The magic bucket activity is an excellent lesson to raise curiosity and interest in science. The pupils, like scientists, are presented with a phenomenon and asked to see if they can make sense of it. The teacher does not tell the pupils the answer instead she listens to their explanations ( theories) and encourages them to give reasons for their answers ( hypotheses) . All explanations are accepted as long as they are based on the evidence the children are provided with. This is similar to science and demonstrates that often scientists have to use their creativity and imagination when examining phenomena. We have found that participating in The Fibonnaci Project has lead to an increased interest and enthusiasm in Science amongst the children in our classes. “I have been taking part in the Fibonacci project since last year and as a teacher I find it has benefited me enormously. It has completely changed the way I approach and teach science in my classroom. The students are acquiring skills that they use across the curriculum. By observing, inferring and justifying their ideas the students are approaching problems and tasks with greater confidence and enthusiasm. “ ‘The Magic Bucket’ activity is an excellent example. The mystery of the bucket creates great excitement and really engages the entire class. This lesson also serves to show the students that their ideas and observations are being taken seriously. When the class get to drawing out how they think the bucket works you are presented with a huge range of different theories which then leads to great debates and discussions. With my own class I now hope to carry on and test some of their ideas to see if they work. I feel this will only reinforce to the class that they are working like Scientist sand that all their suggestions and ideas are valid. I would suggest this as a great starting point for looking at the Nature of Science in a classroom as it generates a lot of interest in science and the children really enjoy it! Harriet Cooney “The Fibonacci project is a new and exciting way of approaching the subject of science. In classrooms the pupils are engaging in approaches that allow them to develop an understanding of the nature of science in an active and creative manner. I have noticed an increased enthusiasm for Science and an obvious development of scientific skills. The children understand much more what it means to work in a scientific way-­‐ to be a scientist! Often the children test out activities they have conducted in class in their own homes thus making science a part of their everyday lives. Creativity and imagination are important aspects of working as a scientist and the Magic Bucket activity afforded the children the opportunity to use them both.” Harriet Cooney: References: Lederman,N.G.,& Abd-­‐El-­‐Khalick, F. (1998). Avoiding de-­‐natured science: Activities that promote understandings of the nature of science. In W.McComas (Ed.),The nature of science in science education: Rationales and strategies,. 83-­‐126, Boston: Kluer Academic Publishers. Quotes from children how they think the magic bucket works: “ I think there are two platforms and the coloured liquid goes into the first platform
and there is already water in the second platform” (Cathal, Second Class)
“I think that there are two tubes” ( Harry, Second Class)
“I think the water is light so it is able to squeeze through, the water with pigment is
heavier so it cannot squeeze through” ( Eoin, Second Class).
“I think the clear water goes down one pipe and then all the other colours go down the
other” ( Bobby, Second)
“ I think there’s a hole and the blue, green and red are going through the hole. Since
there’s so much water, some water went out the hole and some is going out the
tube”(Owen, Second Class)
“I think that the colours are mixing and turning it into clear” ( James, Second Class)
“I think the bucket was already full, there were two tubes and one platform. All the
colours that teacher put in went down the other tube” (Aidan, Second Class)
“I think there is already water in the bottom and a second tube sucks up the water.
There was food colouring in the bottle and it changes when it goes to clear water” (
Hugh, Second Class).
“I think that there are two tubes and two platforms and I think that one of the tubes
went into one of the platforms ( Brian, Second Class)
This project has received funding from the European Union’s Seventh Framework Programme -
Harriet Cooney and Rosaleen Groarke, 6th and 2nd Class Teachers, Scoil Mhuire Marino, Griffith Avenue, Dublin 9. THE MAGIC BUCKET! . Sixth class diagrams of how they think the bucket works