Project report : sustaining inquiry-based learning beyond the PRIMAS project

Abstract

PRIMAS (2010-2013) was an EU-funded research project that sought to promote inquiry-based learning (IBL) in mathematics and science classrooms across 12 European countries (http://www.primas-project.eu/). This type of pedagogy distances teaching and learning from the traditional transmission model that is characterised by the teacher dishing out ‘knowledge’ to his or her largely passive students. The emphasis, instead, is on active learning approaches that facilitate students’ personal constructions and the integration of the resulting knowledge. The University of Malta was one of the 14 partner universities in this project. The Malta project team, which grouped together a number of mathematics education and science education colleagues at the Faculty of Education, collaborated closely over a period of two scholastic years with ten so-called ‘multipliers’ – five for mathematics and five for science. The multipliers were chosen from among interested practitioners, Heads of Department and Education Officers. Each multiplier worked in turn with a small group of either mathematics or science teachers in selected State secondary schools. This organizational structure favoured the formation of communities of practice at two distinct levels. At school level, multipliers guided and offered support to their teachers. On the other hand, multipliers found mutual support and guidance when they met with the University team. The fruitful collaboration that distinguished most of these communities has been identified by the local PRIMAS participants as one of the more positive aspects of their involvement in the project.