Mascil Diagram

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* Diagram_World_of_Work (dutch)






  • from the Mascil Newsletter 2 (spring 2014)

The figure above provides a quick overview of the initial mascil framework that summarises some fundamental aspects of inquiry‐based learning supported by world of work aspects. All our work eventually aims to support ‘inquiring minds’ and we value educational outcomes such as active, critical and science‐literate young citizens. We use an inquiry‐approach to learning to achieve this. The IBL approach is characterised by appropriate teacher guidance for the students, asking specific (open) types of questions and by the specific ways in which the students work: experimenting, choosing strategies and finding – and explaining – solutions. These components foster a certain type of collaborative classroom culture that further contributes to students’ learning.

The heart of the mascil project is to promote more meaningful and motivating science and mathematics teaching and learning. Our approach more closely connects school to the world of work in IBL lessons. Inquiry‐based learning aims to develop and foster inquiring minds and attitudes that are vital for students to be able to successfully take on their future roles as productive and capable citizens in our modern, global society. Fundamentally, IBL is based on students adopting an active, questioning approach. The tasks they address are supposed to be experienced as real and meaningful as they explore problem situations and evaluate results. Learning is driven by open questions and multiple‐solution strategies. IBL is a perspective on learning that creates a new learning culture in the classroom.

The European Commission has supported a number of projects with aims similar those of mascil. The major innovation of mascil is to connect IBL to the world of work so as to make students’ learning experiences more meaningful and further, to eventually motivate their interest in careers in science and technology.

The connection to the world of work (see the figure) is an aspect added to the inquiry‐based learning environment as a specific focus of the mascil project. Our inquiry‐based learning materials and courses are developed to include vocational and WoW aspects. Working on tasks with such concrete aspects related to real life and the world of work helps students experience mathematics and science as being real and meaningful for their lives. The WoW aspect in inquiry‐based learning tasks and materials thus fosters the desired learning outcomes of IBL approaches.


Versions of this document

  • 20140726
  • 20140511, update
  • 20130819, wikiteam
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