Resources for international cooperation

This booklet is part of the Resources for Implementing Inquiry in Science and in Mathematics at School, developped during the The Fibonacci Project (2010-2013) www.fibonacci-project.eu. These Resources include two sets of complementary booklets developed during the Fibonacci Project: The background resources and the companion resources.

1) Background Resources : The Background Resources were written by the members of the Fibonacci Scientific Committee. They define the general principles of inquiry-based science education and inquiry-based mathematics education and of their implementation. They include the following booklets:
ƒƒ 1.1 Learning through Inquiry
ƒƒ 1.2 Inquiry in Science Education
ƒƒ 1.3 Inquiry in Mathematics Education

Exemple de modules d'activités pédagogiques La main à la pâte

In recent years there has been a rapid expansion of interest in inquiry-based science education (IBSE). Classroom and laboratory practices and materials which encourage students to take an active part in making sense of events and phenomena in the world around are being promoted and developed through pilot projects in countries across the globe. Embracing inquirybased education recognises its potential to enable students to develop the concepts, competences, attitudes and interests needed by everyone for life in societies increasingly dependent on applications of science. Inquirybased education also engenders reflection on the thinking processes and learning strategies that are necessary for continued learning throughout life.
There are, however, many challenges in implementing IBSE. Central among these is the assessment of students’ learning since this has a strong influence on what is taught and how it is taught.
This book aims to ensure that assessment practices reflect the principles and goals of IBSE and serve to help as well as to report learning.

Das Modul umfasst zwölf Unterrichts­stunden plus acht fakultative Stunden.

This work proposes the means to set up the experimental activities from the history of science and technology. Its aim is to give scientific and technical knowledge to the pupils, from primary school, from historical stories, whilst also proposing the texts adapted for children and the documentation for the teachers. The originality of this work, whose teaching activities are designed for pupils finishing primary school and for college, is shown from the universal character of science, as in its inscription in different cultures.
It shows the value of the scientific and technical discoveries in Islamic countries, by the savants, who have brought much to the whole of the scientific community and to humanity, in numerous domains.

Ce document complète les ressources pour la classe 5e et 6e années, co-écrites avec des enseignants, directeurs, formateurs et chercheurs maliens dans le cadre du projet d'Education à la science et à la sante en partenariat avec la Fondation Mérieux.

Ressources pour la classe: séquences de classe sur les thèmes de l’eau, l’air, le corps humain et les maladies infectieuses.

La programmation des activités du projet d’éducation à la science et à la santé intègre autant que possible les différents points du programme officiel des sciences d’observation des 5ème et 6ème années (10 et 11 ans) de l’enseignement fondamental ainsi que l’essentiel des connaissances que les élèves doivent construire.
Cette programmation a été établie pour faciliter la pratique d’un enseignement des sciences fondé sur l’investigation selon les principes de la pédagogie active proposée par La main à la pâte.
Elle ne reprend pas l’ensemble des thèmes du programme officiel mais seulement les concepts liés aux thèmes retenus dans le cadre du projet : l’eau, l’air, le corps humain et l’éducation à la santé.

Ces ressources sont adaptées au contexte malien.

In diesem Projekt werden 10 Entdeckungen vorgestellt, von denen bisher die vier ersten ins Deutsche übertragen wurden:

• die Theorie des Regenbogens von al-Farisi
• die Entdeckung des Lungenkreislaufs von Ibn al-Nafis
• die Wasserpumpe von al-Dschazari
• die Theorie des Sehens von Ibn al-Haytham
• das Astrolabium von al-Chwarizmi
• die Waage mit fünf Waagschalen von al-Khazini
• die experimentelle Pharmakologie und Botanik des Ibn al-Baitar
• der Alambic von Abu Bakr al-Razi
• das astronomische Observatorium von Samarkand von Ulugh Beg
• die Symmetrie in der islamischen Ornamentkunst

En el último tiempo ha existido una rápida expansión del interés por la educación en ciencias basada en la indagación (ECBI). La adhesión a ECBI reconoce su potencial para contribuir a que los estudiantes desarrollen conceptos, competencias, actitudes e intereses que todos necesitan para la vida en sociedades crecientemente dependientes de la aplicación de la ciencia. ECBI también genera reflexión sobre los procesos de pensamiento y las estrategias de aprendizaje que son necesarias para el aprendizaje continuo a través de la vida. Sin embargo, existen muchos desafíos para la implementación de ECBI. Uno de los más importantes es la evaluación del aprendizaje de los estudiantes, ya que esto tiene una fuerte influencia en lo que se enseña y en cómo se enseña. Este libro busca asegurar que las prácticas de evaluación reflejen los principios y objetivos de ECBI y sirvan tanto para apoyar, como para informar, el aprendizaje.

Collaborative project on Astronomy :

How to observe the shadows and the motion of the Sun in the sky ?... The pupils will build their own measuring instruments, all through the year and the 5 sequences that we propose you...

Guide d'aide à la création d’un centre pilote pour développer les sciences et la technologie à l’école:
Dimensions stratégiques, objectifs, exemples et recommandations

This booklet is part of the Resources for Implementing Inquiry in Science and in Mathematics at School, developped during the The Fibonacci Project (2010-2013) www.fibonacci-project.eu. These Resources include two sets of complementary booklets developed during the Fibonacci Project: The background resources and the companion resources.

1) Background Resources : The Background Resources were written by the members of the Fibonacci Scientific Committee. They define the general principles of inquiry-based science education and inquiry-based mathematics education and of their implementation. They include the following booklets:
ƒƒ 1.1 Learning through Inquiry
ƒƒ 1.2 Inquiry in Science Education
ƒƒ 1.3 Inquiry in Mathematics Education

Inquiry-based science approach in the classroom

Integrated science and technology teaching (grades 6-7)

La main à la pâte mirror website in chinese

La main à la pâte mirror website in serbian

La main à la pâte thematic module on Biodiversity, translated in German

The ten principles of the La main à la pâte program

This booklet is part of the Resources for Implementing Inquiry in Science and in Mathematics at School, developped during the The Fibonacci Project (2010-2013) www.fibonacci-project.eu. These Resources include two sets of complementary booklets developed during the Fibonacci Project: The background resources and the companion resources.

1) Background Resources : The Background Resources were written by the members of the Fibonacci Scientific Committee. They define the general principles of inquiry-based science education and inquiry-based mathematics education and of their implementation. They include the following booklets:
ƒƒ 1.1 Learning through Inquiry
ƒƒ 1.2 Inquiry in Science Education
ƒƒ 1.3 Inquiry in Mathematics Education

Ökologische Aspekte des Bauens und Wohnens, nachhaltig bauen und wohnen, Ernergieverbrauch, Dämmstoffe, Wasserbedarf beim Wohnen, Ökostadtviertel, ...

Das Modul umfasst elf grundlegende Unterrichtsstunden (auf weißem Hinter­grund) plus zehn fakultative Stunden (erkennbar am grauem Hintergrund). Es gliedert sich in fünf Unterrichtseinheiten.

The Ministry of Education, Youth and Sports of the Kingdom of  Cambodia in association with the Service of Cooperation and Cultural Action of the Embassy of France in Cambodia, the School of the Sciences: La Main à la Pâte pilote centre of Bergerac in France and the AQUITAINE IUFM (in Périgueux - University of Bordeaux IV), developed this guide for science education in primary school. This guide will be distributed at the beginning of the school year (in autumn) of October during training sessions organized by the team of LAMAP of Cambodia from September, 2011. 10 kits of material will be also given to schools. "

This report, developed by a group of ten international experts in science education following the PuRkwa Loch Lomond seminar in October 2009, sets out the principles that should underpin the science education of all students throughout their schooling.

It argues that students should be helped to develop ‘big ideas’ of science and about science that will enable them to understand the scientific aspects of the world around and make informed decisions about the applications of science.

For this understanding students need learning experiences that are interesting and engaging and seen as relevant to their lives. The report therefore also considers the progression from small ideas about specific events, phenomena and objects to more abstract and widely applicable ideas and the significant aspects of pedagogy that are required to support this progression.

The Center for Science Education and Training – CSET (http://education.inflpr.ro/) coordinates at national level the educational network “Hands-on Science – Romania”, as member of the international network “International Association Hands-on Science”. 
The Center is also in charge of running several national and international educational projects focused on science education at pre-university level. In order to better support Romanian Science teachers, the CSET team started to translate from french and english into Romanian language, educational materials dealing with inquiry-based science education. Two e-learning platforms (elementary and middle-school) were developed for science teachers, a new teaching approach in Romania.

What makes the “Screens, the brain and the child” project unique is that it brings together two subject issues that have been entirely revolutionized since the second half of the 20th century.
These are information and communication technologies (ICT) and cognitive sciences. It has two goals: the first is to help children discover the functions of the brain that are affected by ICTs, making them aware so that they develop the ability to use screens in a moderately and self-regulatory fashion. The advantage of this original perspective is that it joins good ICT practices, in terms of civic-mindedness, morale and health, together with the physiological workings of the brain, the discovery of which at primary school level can certainly be considered a secondary benefit of this project.

This support is particularly illustrated by the presence in the classroom, alongside the teacher, of scientists who are generally also still students. This support system is governed by the principles and characteristics outlined in this guide.

During 3 years, the SUSTAIN network coordinated by La main à la pâte (11 CPD providers in 10 EU countries, with extensive experience in IBSE) has developed, through collaborative work on 3 cross-cutting ESD topics (Education for Sustainable Development), an innovative IBSE-based “toolbox” on ESD for teachers and teacher educators, which can be  used and adapted to local contexts in most European countries. Three handbooks have been edited on three topics: Food, Energy and Everyday Objects.

Here is the handbook on Everyday objects : inquiry ansd ESD

Ce livret consacré au thème des objets du quotidien fait partie d’une série qui regroupe deux autres livrets, l’un portant sur la nourriture et l’autre sur l’énergie.
Ensemble, ces trois livrets constituent une importante ressource d’enseignement scientifique axé sur l’EDD, pour permettre aux enseignants d’aborder les problématiques du développement durable en s’appuyant sur la vie quotidienne et les expériences des enfants. Cette approche permet d’enrichir les contenus pédagogiques et de rendre des notions et compétences scientifiques clés plus pertinents pour les enfants.

Ce livret consacré au thème de l'energie fait partie d’une série qui regroupe deux autres livrets, l’un portant sur la nourriture et l’autre sur les objets du quotidien.
Ensemble, ces trois livrets constituent une importante ressource d’enseignement scientifique axé sur l’EDD, pour permettre aux enseignants d’aborder les problématiques du développement durable en s’appuyant sur la vie quotidienne et les expériences des enfants. Cette approche permet d’enrichir les contenus pédagogiques et de rendre des notions et compétences scientifiques clés plus pertinents pour les enfants.

Projecte educatiu per aprendre i viure la ciencia à l'escola

Ensinar as ciencias na escola

The importance of the written language in science

The ten principles of La main à la pâte in portuguese
 

The ten principles of La main à la pâte

“The Ocean, My Planet and Me!” is an Education project on the Environment and Sustainable Development.
This pluridisciplinary project (science, history, geography, maths, ICT...) advocates pupil activity through raising questions, documentary study, experiments, model making, roleplay and discussion. During this work, pupils study the interdependence of marine and land ecosystems and the key role that oceans play in regulating climates. They become aware of the importance of oceans in the development of human societies and realise the impact human activity has on oceans and the fragile nature of this environment. They discover the trades and professions related to the sea and tools for observing oceans.

Website adaptated and translated in Vietnamese