A distinctive feature of our project is our systemic approach as we work with all communities involved in education. Across the consortium our key partners in general schools, vocational schools, industry, policy makers, informal education providers and so on have declared their willingness to cooperate.

Core to our systemic approach are our National Advisory Boards (NAB) in each country. These consist of key-actors from important communities (such as school authority leaders, industry experts, representatives from vocational, general and informal education and parents associations). These boards have been established to assist development of the proposal and form a sustainable structure that can advise in all aspects of the project ensuring its successful implementation. In regular meetings of these panels strategies for implementation and dissemination will be refined.

The NABs will be linked internationally through the European Advisory Board (EAB) which will consist of one member from each NAB together with international experts. This will provide for sharing of experience among practitioners across Europe focusing on good practice and outcomes across the consortium and will facilitate the building of an active community of stakeholders. This EAB will support the NABs in identifying the European commonalities and differences and thus contributes to the European dimension of the project.

The EAB will regularly join the meetings of the consortium ensuring collaboration and cooperation.

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The members of European Advisory Board (EAB):

Michèle Artigue, University of Paris Diderot, France

Hugh Burkhardt, University of Nottingham, UK                              

Jesper Boesen, Gothenburg University, Sweden

Toni Chehlarova, Bulgarian Academy of Sciences, Bulgaria

Costantinos Christou, University of Cyprus, Cyprus

Vassilis Dougalis, University of Athens, Greece

Manfred Euler, University of Kiel, Germany

Wolfgang Förg-Rob, University of Innsbruck, Austria

Andy Howes, University of Manchester, UK

Mar Jiménez, Ministry of Education, Culture and Sport, Spain

Wouter van Joolingen, Freudenthal Institute, The Netherlands

Doris Jorde, University of Oslo, Norway

Gabriele Kaiser, University of Hamburg, Germany

Jürgen Langlet, German national association for the promotion of teaching STEM subjects, Germany

Lynne Mc Clure, University of Cambridge, UK

Ivana Simonova, University of Hradec Kralove, Czech Republic

Maryte Skakauskiene, Ministry of Education and Science, Lithuania

Günter Törner, University of Duisburg Essen, Germany

Kjersti Wæge, Norwegian Mathematics center, Norway

Manuela Welzel-Breuer, University of Education Heidelberg, Germany

Jane Imrie, National Centre for Excellence in Teaching Mathematics, UK

Alicja Wojtyna-Jodko, Polish Association of Teachers of Natural Sciences and Technology, Poland

Mustafa Hilmi Colakoglu, Advisor of Minister of Education, Turkey

Gabriella Zsombori, Hungarian University of Transylvania, Romania

 

The project mascil (mathematics and science for life!) has received funding from the European Union Seventh Framework Programme under grant agreement n° 320693. It runs four years (2013-2016) and brings together 18 partners from 13 countries.

Mascil is coordinated at the University of Education Freiburg, Germany (https://www.ph-freiburg.de/international/international-research-and-projects.html).

 

» Project coordinator: Prof. Dr. Katja Maaß (for contact please see http://www.mascil-project.eu/contact)

» Team of the coordinating institution

   Dr. Diana Wernisch, Project Manager, Deputy Coordinator

   Zofia Malachowska, M.A.

   Dr. Karen Reitz-Kocebovski

   Elena Schäfer, M.A.

   Anika Weihberger, M.A.

 

» Workpackages

   WP1: Management: University of Education Freiburg, led by Prof. Dr. Katja Maaß

   WP2: Educational systems and policy context:Foundation for Research and Technology Hellas, Greece, led by Dr. Kathy Kikis-Papadakis

   WP3: Classroom materials for inquiry-based science teaching in rich vocational contexts: Utrecht University, Netherlands, led by Dr. Michiel Doorman

   WP4: Teacher-training materials (pre- and in-service): University of Nottingham, Great Britain), led by Assoc. Prof. Geoff Wake

   WP5: E-learning materials for teacher training: University of Jaén, Spain, led by Assoc. Prof. Fco. Javier García García

   WP6: Professional marketing concept and materials: University of Education Freiburg, led by Prof. Dr. Katja Maaß

   WP7: Dissemination activities: EDEX-Educational Excellence Corporation Limited, Cyprus, led by Prof. Nicholas Mousoulides

   WP8: Implementation: National and Kapodistrian University of Athens, Greece, led by Dr. Despina Potari

   WP9: Promoting European Teachers networks: Norwegian University of Science and Technology (NTNU), Norway, led by Assoc. Prof. Ragnhild Lyngved Staberg

   WP10: Evaluation: University of Kiel, Germany, led by Dr. Katrin Engeln

 

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If you would like to know more about the mascil team in each partner country, please see http://mascil-project.ph-freiburg.de/project/team-mascil

 

The national project websites are available under http://mascil-project.ph-freiburg.de/links/national-websites

mascil (mathmatics and science for life!) is aimed at promoting a widespread use of inquiry-based science teaching (IBST) in primary and secondary schools. In addition, we will connect mathematics and science education to the world of work: Both inquiry-based science teaching and the connection to the world of work will make mathematics and science more meaningful to students. When doing inquiry-based tasks, students work like scientists and by doing so, they acquire competencies they need for their future professional and personal lives as active citizens.

In a classroom where inquiry-based learning occurs, students take an active role. They pose questions, explore situations, solve problems, find their path to solutions and communicate their reflection. Inquiry-based learning (IBL) can have many faces, dependent on context, target group and learning aims. However, IBL learning approaches all have the shared characteristics of aiming to promote students' curiosity, engagement and learning in-depth.

In order to implement inquiry-based teaching and to connect mathematics and science education to the world of work, mascil follows a holistic approach by carrying out a variety of activities, including the development of materials and running professional development courses. Our professional development courses for pre- and in-service teachers start in 2014 and will be supported by teachers from vocational education and representatives from industry. Teachers taking part in our training courses will experience inquiry-based teaching methods and be able to integrate these into their school practice through interative cycles of implementation followed by reflection.

The participants will also develop tasks in vocational contexts, leading to a European repository of inquiry-based tasks, which can be found here: classroom material. Our platform for teachers makes it possible for teachers to profit from the international perspective of mascil.

To ensure a widespread participation, we will start out either with a small number of teachers who in turn become multipliers of mascil and offer courses to further teachers, or we will - depending on the national context - use e-learning. To promote mascil and make the project known on a wide-spread basis, we will also involve parents, students, school authorities and policy makers with the help of conferences, workshops, publications and round tables. National and European advisory panels are to bring together stakeholders to advise partners throughout the project, whilst policy makers will be reached by workshops and policy papers. Read more about our activities.

To ensure the effectiveness of our work, we will start with a detailed analysis of the different educational systems of the thirteen countries represented by the partner universities and institutes of mascil:

University of Education Freiburg, Germany
http://mascil.ph-freiburg.de

Utrecht University, Netherlands
http://www.projects.science.uu.nl/mascil/

University of Jaén, Spain
http://www.ujaen.es/investiga/mascil

Norwegian University of Science and Technology (NTNU), Norway
http://mascil-norge.org

Hacettepe University, Turkey
http://www.mascil.hacettepe.edu.tr/

Babes-Bolyai University, Romania
http://simplexportal.ro/mascil-project.ro

University of Hradec Králové, Czech Republic
http://ris.uhk.cz/mascil/

Divulgación Dinámica S.L. (Dynamic Disclosure S.L.), Spain
http://www.ujaen.es/investiga/mascil

University of Vienna, Austria
http://mascil.science-edu.at

Vilnius University, Lithuania
http://ims.mii.lt/mascil

The University of Nottingham, Great Britain
http://www.nottingham.ac.uk/research/groups/crme/projects/mascil.aspx

National and Kapodistrian University of Athens, Greece
http://noether.math.uoa.gr/mascil

Foundation for Research and Technology Hellas, Greece
http://noether.math.uoa.gr/mascil

University of Münster, Germany
http://mascil.ph-freiburg.de

EDEX-Educational Excellence Corporation Limited, Cyprus
http://www.mascil-cyprus.org/

Institute of Mathematics and Informatics at the Bulgarian Academy of Science, Bulgaria
http://www.math.bas.bg/omi/mascil/index.html

University of Kiel, Germany
http://mascil.ph-freiburg.de

The project mascil has received funding from the European Union Seventh Framework Programme under grant agreement n° 320693. It runs four years and brings together 18 partners from 13 countries. These partners include experts in science and mathematics education, general education as well as e-learning.

 

A substantial review (Joubert & Southerland, 2009) of research into what is effective in professional development highlights three key factors (i) it should be sustained over time and not a one-off event, (ii) that it is based on collaborative communities of teachers working together, and (iii) the development of subject knowledge is integral. mascil, therefore, is developing Professional Learning Communities that bring together teachers across schools to work together over time in collaboration to explore - in their classrooms - the implementation of inquiry learning approaches that connect to the world of work.

Read more ...

In December the project partners of mascil came together in Heraklion for their second project meeting. Next to the European Advisory Board meeting, a main focus was put on the introduction of the platform for teachers and the setting up of a professional development toolkit. Find out more in an interview with Marie Joubert from the University of Nottingham.

Read more ...

mascil 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 (WoW) making science more meaningful for young European students and motivating their interest in careers in science and technology. These aims are summarized in the mascil diagram.

Read more ...