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…. “convey to the readers all the knowledge accumulated in the fields of geography, physics and astronomy… in a pleasant and picturesque way”
2005 is the centennial of the death of Jules Verne, the “founding
father” of science fiction in France.
To mark the event, we will set out on "voyages" following his books.
According to the author himself, the main goal of his writings was to:
encourage readingthrough
experiencing activities in the field of science
stimulate love of sciencethrough
reading books
Why do we connect reading and science?
• Both fields have an extensive influence on language enrichment and the development of learning and thinking skills.
• Official reports and surveys reveal difficulties in attracting children and teenagers to both fields.
• Numerous activities are available in each field separately, but a connection between them is not common.
• Initiating fun and fascinating activities which do connect these fields can attract the youngsters to both domains.
)*(Fleener, C., and Bucher, K., In: Childhood Education Winter 2003-2004; 80,2
A survey (*) of recent studies dealing with combining literature with science teaching reveals that:
reading booksreading books::
stimulates motivation to stimulates motivation to engage in scienceengage in science
enhances understanding enhances understanding of scientific concepts, of scientific concepts, laws and processeslaws and processes
experiencing experiencing
scientific discovery:scientific discovery:
improves reading improves reading skillsskills
encourages readingencourages reading
Our program consists of 4 main components:
A. A theatre act
B. A creative writing workshop
C. An interactive exhibition of scientific
devices
D. A science and technology workshop
Presentation of Jules Verne through:
“An encounter” between a child and the “author”
Posing a scientific dilemma through:
A suspenseful episode from one of the author’s books
A creative writing workshop
the compass
An interactive exhibition of scientific devices
Perform a number of scientific experiments to gain an understanding of the laws underlying the devices
Read together an extract from a book in which a technological device is mentioned
Every child builds a model of the technological device to strengthen understanding and as a keepsake
In addition to the four program components, it is possible to widen the program activities to include things such as:
• Initiating additional more in depth investigation tasks following the activity and guiding the learners in performing them • Initiating a "Legend and Technology Fair“ within the school or within the community
Dr Zvi Har’el – the most comprehensive site about Jules Verne – www.jv.gilead.org.il
Centre for Library Guidance & Supervision – linked with the libraries and the Ministry of EducationInformation on the Center available at: www.icl.org.il
The French Institute at the French Embassy in Israel: Financial support in specific settlements.Details about the Institute in Tel-Aviv and the branches in Haifa and Be'er Sheva available at the French Embassy website:www.ambafrance-il.org
Mr Victor Ben-Naim, Director of Public Libraries Department, the Ministry of Education
Those listed below have significantly contributed to the continued success of this unique Technokid Educational Program: