A pre-school period is one of the most important periods in an individual’s personal development, since foundations formed during this phase of growing up have a strong impact on a child's future development. During a pre-school stage, children discover the world by noticing what is happening around them in the first place. Science is one of the fields of education where children get to know the world and the environment in which they live. However, should we fail to encourage them not to become active researchers of their own environment (encouraging is one of many duties educators have), the latter may remain unknown to them. Nowadays, the role of educators has become ever more demanding, as parents as well as the entire society have high expectations which obliges them to take selfinitiated training courses in various seminars, workshops, projects etc. As a consequence, this leads to examining different teaching strategies. Within the scope of the MA thesis, we decided to investigate whether the involvement of educators in the international project Fibonacci, with an emphasis on teaching science in Europe, which took place at the Faculty of Education of the University of Ljubljana and lasted for three years, influenced their teaching activities or not. Taking part in the international Fibonacci project, which was held at the Faculty of Education for three years, the educators gained knowledge in the field of teaching and independent study. The novelty of the project was that teachers were able to use the knowledge from science workshops in their work in kindergartens. They could use experimental equipment for teaching science specially prepared by coordinators according to the selected project contents. In addition, the Fibonacci project allowed cooperation between different groups of pedagogical staff employed in education and training; namely, teachers with teachers, or teachers with educators, resulting in the exchange of experience and networking of knowledge. Thus, they increased the knowledge of teaching science. The purpose of the research was to determine the extent to which training for early childhood teachers in the Fibonacci project affected their teaching strategies and the diversity of content selection when teaching science in kindergartens. Moreover, the aim was to establish how much the knowledge acquired during the training influenced the educators on their personal level, the development of their skills for science teaching in kindergarten, and application of the latter in other areas. The results revealed that the educators participating in the project now increasingly, with a greater degree of self-assurance, and more skillfully hold science workshops with a research approach not only in the second age period, but also more and more in the first age period. Also, the educators who finished the Fibonacci project adopt the teaching methods together with a research approach in other curricular areas, thereby increasing quality in educational work. By using different methods, the educators have not only extended their knowledge and improved their skills, but have also made a step forward in their own professional development.
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