In Aabenraa in March 2011, the Scientific Committee made a careful assessment of the various Fibonacci guidelines, and took the decision to reorganize and rename the “Starting package” and its components, in order to clarify the status and position of all the documents and to make them easier to use. It is now called “Resources for Implementing Inquiry in Science and Mathematics”.
Starting package
To support a consistent implementation of the project, a Starting Package of tools offering advice, guidelines and learning units is provided in the project. As part of a collective work-in-progress, these documents are subject to change, according to the contributions of the various Fibonacci partners during the project. The final versions will be reviewed by the scientific committee.
This document drafted by the Scientific Committee gives the rationale of inquiry, and its approach and explanation on the following themes:
- inquiry-based education in science and in mathematics;
- design, technology and engineering;
- ICT and inquiry-based learning in mathematics and sciences;
- cross disciplinary approaches;
- the boundary between primary and secondary.
This guide presents the science inquiry-based approach, its important principles and considerations, specific pedagogical strategies, with examples and practical suggestions under each of these points.
Authors: Karen worth, Edith Saltiel and Mauricio Duque
The Inquiry-Based Education in Mathematics is presented through the following documents:
- Toward new teaching in mathematics. This document provides the conclusions from the Sinus and Sinus-Transfer Pilot Studies
- Dynamic worksheets: a tool for Problem-based Individual and Cooperative Learning
Strategies, objectives, examples and recommendations
This booklet provides an organisational framework for a Fibonacci Reference or Twin Centre which would like to establish and coordinate a structured and ongoing initiative in schools, at a local level, in a city, district or county, or at a regional level. It covers the seven following strategies: professional development and teacher support, establishing a network of professional development, giving teachers access to resources, assessment, coordinating a local support network, mobilising decision-makers, project management. Each item is presented with its objectives, real-life examples and recommendations.
Authors: Clotilde Marin-Micewicz, Clémentine Transetti and Mauricio Duque