Final versions of the initial package of classroom materials and guidelines

Abstract

The main aim of the mascil Work Package 3 ‘classroom materials’ is to present guidelines and an online collection of teaching materials that encourage and support teachers to design their own classroom materials that connect IBL and the WoW in mathematics and science education.The collection presents ‘good practices’ of IBL classroom materials that connect to the World of Work (WoW) and is supported by established guidelines.This deliverable shows our research into collecting and analyzing IBL classroom materials that connect to the WoW and explains how we use this analysis to judge the usefulness of existing classroom materials for the mascil project.The final collection of classroom materials will be presented in an online database at the end of 2016, the current collection (about 20 'core examples' within a total of 40+ tasks)is already available at the European mascil website.The project mascil consists of 18 teams in 13 countries and aims to promote a widespread use of inquiry-based science teaching (IBST) in primary and secondary schools. The major innovation of mascil is to connect IBST in school with the world of work making science more meaningful for young European students and motivating their interest in careers in S & T. As a first step we will identify and review existing classroom materials that develop mathematical, scientific and interdisciplinary inquiry in rich vocational contexts (for primary and secondary school pupils). Through these materials students will experience and understand the usefulness of skills and knowledge learned at school, because they experience purpose and utility, leading to a greater interest as well as motivation for mathematics and science. The first official release of the classroom material collection (deliverable) is presented in a detailed report below. The report is organized around the core tasks that have accomplished by the leading team in cooperation with the whole mascil Consortium and led to the current online presentation of the materials collection. In the Annexes a detailed description of the classroom task structure and the final version of the (re)design Guidelines can be found.