The project revolves around scientific experiments and movement that stems from the method of enquiry.It combines experiences based on scientific exploration (scientific experiments) with active experimentation through movement/dance.

Objectives

• Fostering and developing the visual-spatial, naturalist, mathematical-logical and bodily-kinaesthetic intelligences
• Encouraging the acquisition of the basic competences through the movement.
• Creating a corpus of strategies and physical activities to promote active interest in scientific concepts, bringing science and innovation closer together; encouraging curiosity, autonomy and training with a critical spirit.

CreaCiència is a project intended to promote science and scientific vocations.The aim of CreaCiència is to stimulate scientific skills through movement in the primary school classroom.By movement we understand the idea of working on physical, spatial and visual skills in relation to intrapersonal and interpersonal skills.

The methodology behind CreaCiència is based on the so-called fourth culture.The fourth culture puts the student in the centre of the teaching-learning process.It is an integral, continuous and dynamic process.The fourth culture bases itself on the inclusive activation of the knowledge and the capacities of the humanistic area and of the scientist.What dominates in its application is the synergy, the mixture of the scientific and humanistic areas.The proposal implies the activation of a series of capacities that, added up, activate the competences of the school curriculum.The project activates the competences of the areas of mathematics, of knowledge of the natural, social and cultural environment, of gymnastics and of artistic education.These competences motivate the definition of a set of activities in the classroom that a set of specific contents attend to for each of the cycles of primary.Implicate, however, the definition of a scientific practical and of an artistic practical, both based on the movement.

The development of the competences of primary implicate to bring into play the thoughts and the divergent and convergent beliefs, imply to develop ideas to solve a variety of situations.CreaCiència proposes to make clear these thoughts and beliefs through the artistic expression, of the psychomotor activity, and of the scientific analysis and practical.Therefore, the strategy that we propose establishes a new learning that activates the languages of the child in the classroom of primary: as creating with the words and as creating, means and scientific tools, with the body, with every kind of materials individually as well as collectively and, moreover, the way to promote several artistic representations that make these languages clear.Also, implicate to evaluate the students from the individual progress, which accepts the error as an engine of improvement, that the evaluation of what he learns accepts and of what he learns to make.

The methodology of the CreaCiència is set in the models of the learning by doing , and of the combination of the inquiry and the reflection.Consequently, we propose an exploratory dimensionalitat based on the proposal of questions (the inquiry), in the activation of the individual and group reflection, and the stimulus of the children and the girls in the active participation.

The application of the project CreaCiència implies to promote the creativity in the classrooms of primary attending the evolutionary periods of the students in each of the cycles —initial, means and superior.It implies also to apply active methodologies, to organise a series of activities that activate some cyclical objectives of process, which they drink of both the procedural activation of the cognitive processes as processes.And, finally, implicate the design of activities carried out in dynamic spaces (of science and of movement).The final objective is to have the will and the attitude of wanting to transform all the ecosystem that pivots about the boy or the girl, the own one and the shared one, in the classroom as well as in the centre, and in the family and social areas.The approach is scientific, since the methodology focuses on the experience lived, in the empirical evidence, in the establishment of categories and paradigms; it develops through frames of reasoning and specification, with a look towards the pragmatic and innovative practical.

The accompaniment of the primary-school teacher in the activation of these dynamic methodologies bases itself on the achievement of four phases: experimenting, conceptualising, analysing and applying.

Some of the workshops developed in the following links can be seen:

• https://vimeo.com/198469033
• https://vimeo.com/198470322
• https://vimeo.com/199366655
• https://vimeo.com/199367401
• https://vimeo.com/200008344

Team

The following institutions have been collaborated with for the development of the project:

• Institute of Sciences of the Information of the University of Girona, for the realisation of the education to primary-school teachers and of the Conference of Multiple Intelligences.
• Direction and university senate of primary-school teachers of the School Ca Puig de Banyoles.The School of Ca Puig takes part actively in the management of the presentation of the project to the families of the students of primary
• like this as in the Day of results presentation.In this Conference, the investigators of the UdG take part.
• Town council of Banyoles for the realisation of the Multiple education to primary-school teachers and Conference of Intelligences.
• Board of Trustees of the UdG for the organisation of the J-IMA.
• Association of the Polytechnic School of the UdG for the edition of the videos of Explores and Creaciencia.