# Mascil Materials Guidelines

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## General

- According to Mascil WP3 - Task - 2: Develop guidelines for developing IBST (inquiry-based science teaching) - oriented classroom materials
- The consortium will write guidelines for teachers (from general and vocational education) on how to develop IBST-oriented classroom materials in rich vocational contexts.

## Proposal (march 2013)

Use/Explore/Create materials that have the following characteristics:

NB Derived from Primas. The 'sixth red oval' can also be integrated in the other five

## Explanation: Current study 2013 (Mascil)

This current study aims to give in insight in the definition given to the World of Work. This work is done by the members of the Mascil project.

Thoughts from UK (20130306, Geoff Wake, Malcolm Swan and Len Newton): World of work can work out in different ways

- Students work on tasks that are set in vocational contexts. The context is prominent and gives insight into a particular world of work.
- Students work in ways that develop competencies that have utility and purpose (Ainley, Pratt and Hansen, 2006) in the same way that they might in workplace activity in other words they may thought to have a role that reflects that of a worker
- Students work on tasks that develop practices that are of value across workplaces (for example graphing, working with spreadsheet algebra, developing measures....) (Roth and McGinn, 1997; Wake, under review)

Thoughts from NL (20130306, Michiel Doorman, Monica Wijers, Jurg van der Vlies and Vincent Jonker).

- The task is meaningful for students. This is not fully elaborated and meaningfulness could be seen in multiple perspectives: (1) from a teachers perspective, a teacher teaching students things that are meaningful for the future career of the student according to the teacher and (2) from the perspective of the student, students are able to solve problem in a way which they think is meaningful for their learning.
- Tasks given to students correlate to the visual World of Work (Policeman) or are recognizable as the World of Work which students might know.
- There is a clear relation between mathematics and mathematics in the workplace, which is twofold: (1) aiming students to understand the underlying phenomenon or concept and (2) challenging students into mathematical reasoning.
- Tasks are real or at least comparable to tasks carried out in the workplace. E.g. mirroring a architect by doing comparable tasks
- Tasks in a world-of-work setting are accompanied with possibilities to transfer the involved knowledge and skills to other situations.
- The posed problem relates to a problem which is likely to occur in the everyday workplace and aims to improve the existing way of working.

## References

- Ainley, J., Pratt, D. and Hansen, A. (2006). Connecting engagement and focus in pedagogic task design. British Educational Research Journal, 32(1), 23-38.
- Csikszentmihalyi, M., & Schneider, B. (2000). Becoming adult: How teenagers prepare for work. New York: Basic Books.
- Forman, S. L. and Steen, L. A. (2000). Making authentic mathematics work for all students (In Education for mathematics in the workplace. Dordrecht: Kluwer Academic Publishers.
- Inquiry Learning
- Mascil
- Mascil Materials Description
- Mathematical Literacy
- Primas
- Roth, W.-M., & McGinn, M. K. (1997). Graphing: Cognitive ability or practice? Science Education, 81, 91–106
- Scientific Literacy
- Teichler, U. (1999). Higher education policy and the world of work: Changing conditions and challenges.
*Higher Education Policy, 12,*285-312. - Workplace Learning

## Versions of this document

- 20130308, wikiteam