Mascil Materials Description

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  • This is the Mascil Materials Description for describing classroom materials for mathematics/science (and the World of Work).


  • In Januari 2013 the Dutch Mascil Team decided to make a first draft the Mascil Materials Description in order to get started with collecting examples of materials.
  • On Feb. 6, 2013, the online 'questionnaire' (about classroom materials) was launched.
  • On April 23, the Mascil Materials Description was added to the Mascil Guidelines for materials.


Below a list of fields/metadata that belong to the core description of Mascil Materials.

Person Name

Name of the person who adds (is responsible for) this example to the Mascil collection

Person E-mail

E-mail of the person who adds (is responsible for) this example to the Mascil collection


English title of the activity/materials (e.g. "Amberhavn: new bus network")

Original title

Optional, title in original language


Author name(s) who developed the materials


Project name and/or Publisher name


Web address of the materials

Creative Commons, Copyright

Can the materials be used freely throughout Europe, e.g. under the restriction of Creative Commons (share-alike)


200 words (Goal of the task, Describe what students have to do (present, explore, experiment, etc.)

Target Group: age range

E.g. 11-15 years

Level and/or type

Primary, Secondary, Vocational, other remarks about level/type


You can choose more than 1 option

  • Biology
  • Chemistry
  • Engineering
  • Mathematics
  • Physics
  • Other:

Key Concepts

A refinement (sub areas) of the disciplines mentioned (also cross-discipline knowledge areas).


  • Number of lessons (each lesson is 50 minutes)
  • One lesson (50 minutes)
  • Two lessons (about 100 minutes)
  • Three to five lessons (about 2 hours to 4 hours)
  • Six to ten lessons (about 5 to 8 hours)

Primas Inquiry Learning dimensions

If possible, check this list used in Primas (more options possible)

  • Exploring situations
  • Planning investigations
  • Experimenting systematically
  • Interpreting and evaluating
  • Communicating results

Inquiry Learning, additional comments

Comment on: What makes this activity inquiry learning?

World of Work

What makes this activity related to the world of work?

Related professions

If possible, please mention related professions

Potential for Professional Development

Please reflect on the possibilities to use this example for professional development

Experience with the classroom materials

Experiences of the author, project, others with using the materials. If available: article, etc.

Final remarks

Open question

Feedback and comments

2014 (Innsbruck meeting, PoM)

The Norway group (WP9) likes to publish the materials in the same 'structure' as the Mascil Materials database. This is possible.

2013 (Kick-off meeting)

The feedback found below was audiotaped during the starting session in Freiburg (WP3, wednesday), Monica Wijers, Vincent Jonker, Jurg van der Vlies.

Inquiry-based learning should contain the following:

  • The task should be related to the real work situation
  • The task should be appealing for students
  • A rich context should be offered
  • Real tools (data) should be available to work with
  • Key concepts or learning goals shouldn’t be hidden
  • Students should acquire deep understanding
  • IBL should be focused
  • Should be authentic for the student
  • Students should make sense by themselves
  • IBL should be evaluated
  • Inquiry should be part of a bigger task
  • The task should be transferable to other situations
  • Meaningful for students

Some questions that are raised and still need answer (From personal conversations):

  • Do the tasks students do really have to be tasks that people do in their daily work?
  • Are they really paying attention to Mathematics and Science or is it hidden? And does this matter?
  • Should students be free to explore on their own or should guidelines be presented?
  • Is an open question, or more limited question wanted?
  • Should IBL be part of a lesson, or a lesson in itself?
  • Misconceptions are likely to happen. How to overcome misconceptions in lessons?

We noticed a more general question rising in the conversations. This question is very legit and importance for the success of IBL. How should you support the students? This question is addressed by lots of researchers and answers aren’t always unambiguous. To have better learning results guided instruction is needed according to Kirschner, Sweller and Clark (2006). But inquiry learning might be more authentic and meaningful for students (King & Ritchie, 2012). This causes a gap between what IBL stands for and what it tries to accomplish.

Versions of this document

  • 20140510, information about the schedule for the Problem of the Month
  • 20130201, mascilteam
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