Three Pillars and Nine Basic Patterns as Core Structuring Elements

Three Pillars and Nine Basic Patterns make up the Core Structuring Elements of the project as described below.

IBSME goes beyond the learning of concepts and basic manipulation to the key factor of engaging students in identifying relevant evidence and reflecting on its interpretations. Through IBSME:

• students develop concepts that enable them to understand the scientific aspects of the world around them through their own thinking, using critical and logical reasoning about evidence that they have gathered.
• teachers lead students to develop the skills necessary for inquiry and the understanding of science concepts through their own activity and reasoning.

Local and regional initiatives are particularly appropriate to the reform of scientific education in Europe:

• the potential for innovation is strong because of the reduced scale, the greater concentration of actors, and better integration into local policies.
• capitalisation of resources from different actors inside and outside the formal education system is possible, progressively involving the whole local community in a joint effort.
• schemes and tools can be tested previous to their replication on a larger scale.

Dissemination of innovation is neither top-down nor bottom-up, but rather a transfer of semi-formalised practices and experiences that have reached a satisfactory level of recognition, expertise and sustainability on a local scale. Consequently:

• special efforts must be made with regard to the application of successful strategies inspired by Reference Centres.
• twinning and peer-learning through visits, tutoring, sharing resources and strategy transfer are the key to a broad and successful dissemination.
• focussing both on the strategy for implementation and on the pedagogical content is important.

Basic Patterns of Fibonacci (BPF) are touchstones for achieving a change in teaching and learning through IBSME that will be used by Fibonacci partners.

BPF include:

1. Developing a problem-based culture
2. Working in a scientific manner
3. Learning from mistakes
4. Securing basic knowledge
5. Cumulative learning
6. Experiencing subject boundaries and interdisciplinary approaches
7. Promoting the participation of girls and boys
8. Promoting student cooperation
9. Autonomous learning