Large scale dissemination of Inquiry-Based Science and Mathematics Education in Europe
This project has received funding from the European Union's Seventh Framework Programme
Project presentation
Project background
European authorities and the international scientific community acknowledge the importance of Inquiry-Based Science and Mathematics Education (IBSME) to develop an integrated strategy for scientific literacy and awareness from primary to secondary school, reinforcing scientific careers.
The FP6 projects Scienceduc and Pollen have already successfully implemented IBSME in the classrooms of a large number of European cities. National programmes like SINUS-Transfer ( Germany ) and IMST ( Austria ) have reached a large number of schools all over the country and have supported the implementation of new aspects like IBSME into curricula, teacher training and classroom teaching.
Pollen (2006-2009) was oriented towards the creation of Seed cities involving schools and other partners in a decisive effort to consolidate IBSME at grassroots level. This has paved the way for further expansion of inquiry scientific education. Pollen Seed Cities have acquired outstanding experience in IBSME implementation based on a systematic approach.
The aim of the programme SINUS-Transfer is to improve the competence in both mathematics and science subjects by disseminating the results of the programme SINUS on a much larger scale. SINUS-Transfer has been carried out in two parts so far (2003 till 2005; 2005 till 2007) with 13 German regional states participating in the programme. At the beginning of the second sequence nearly 1800 schools volunteered to take part.
Project strategy
Europe is now facing the urgent need to disseminate such approaches to all member States. They should be enabled to understand and implement the ideas of IBSME in a way that fits their own specificities.
Going beyond best practice sharing and providing effective know-how transfer at European level requires a dissemination model based on a systematic approach of IBSME at grassroots level ensured by intermediary structures (universities, teachers training centres, research institutions...) with successful experience in local IBSME implementation. The FIBONACCI project defines a dissemination process from 12 Reference Centres (RF) to 24 Twin Centres (TC) based on quality and global approach. Transversal work between partners will also be organised through 5 major topics which will be explored through European training sessions and will lead to European guidelines in order to structure a common approach at European level. They are the following:
1. Deepening specificities of scientific inquiry in mathematics
2. Deepening specificities of scientific inquiry in natural sciences
3. Implementing and expanding a Reference centre
4. Cross disciplinary approaches
5. Using the external environment of the school for science and maths education.
FIBONACCI will lead to a blueprint of a transfer methodology valid for further Reference Centres in Europe . The project will be coordinated for 38 months by the Ecole normale supérieure ( France ) with a shared scientific coordination with Bayreuth University ( Germany ). The Consortium includes 25 members from 21 countries with endorsement from major scientific institutions such as Academies of Sciences.
The project started on January 1, 2010. A scientific committee of acknowledged experts in science and mathematics education will supervise the work. An external evaluation will also be implemented to check achievement and quality.
Main objectives
Design, implement and test a process of dissemination in Europe of inquiry-based teaching and learning methods in science and mathematics. FIBONACCI will lead to a network of reference centers in Europe and a blueprint of a dissemination methodology for IBSME .
Main focuses:
• Inquiry-based science and mathematics education in primary and secondary schools.
• Local initiative for innovation and sustainability.
• Twinning strategy for IBSME spreading.
The project implementation will be based on the Basic Fibonacci patterns:
• Developing a task culture
• Working in a scientific manner
• Learning from mistakes
• Securing basic knowledge
• Cumulative learning
• Experiencing subject boundaries and interdisciplinary approaches
• Promoting girls and boys
• Promoting student cooperation
• Autonomous learning
• Experimental approach to mathematics and science
• Local community approach for sustainable science and mathematics education
