Year: 2013
Type: article
Abstract: PRIMAS (2010-2013) was an EU-funded research project that sought to \npromote inquiry-based learning (IBL) in mathematics and science classrooms \nacross 12 European countries (http://www.primas-project.eu/). This type of \npedagogy distances teaching and learning from the traditional transmission \nmodel that is characterised by the teacher dishing out ‘knowledge’ to his \nor her largely passive students. The emphasis, instead, is on active learning \napproaches that facilitate students’ personal constructions and the integration \nof the resulting knowledge. \nThe University of Malta was one of the 14 partner universities in this project. \nThe Malta project team, which grouped together a number of mathematics \neducation and science education colleagues at the Faculty of Education, \ncollaborated closely over a period of two scholastic years with ten so-called \n‘multipliers’ – five for mathematics and five for science. The multipliers were \nchosen from among interested practitioners, Heads of Department and \nEducation Officers. Each multiplier worked in turn with a small group of either \nmathematics or science teachers in selected State secondary schools. \nThis organizational structure favoured the formation of communities of practice \nat two distinct levels. At school level, multipliers guided and offered support \nto their teachers. On the other hand, multipliers found mutual support and \nguidance when they met with the University team. The fruitful collaboration \nthat distinguished most of these communities has been identified by the local \nPRIMAS participants as one of the more positive aspects of their involvement \nin the project.
Source: OAR@UM (University of Malta)
Author: Michael A. Buhagiar
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2809340501