The project includes around 36 centres across Europe. Reference Centres Twin Centre 1s (Twin Centre 2s) About to add 24 TC3s! Coordinated by the Ecole Normale Supérieure (France) with Bayreuth University (Germany)

Overview The Fibonacci project aims at large dissemination of inquiry- based science and mathematics education (IBSME) in Europe, through the tutoring of institutions in progress (Twin Centres) by institutions with high recognition in science and mathematics education (Reference Centres). The Fibonacci Project will define a blueprint for a transfer methodology valid for a larger dissemination in Europe. The project began in January 2010 and will last 38 months, until February In the end, 60 tertiary education institutions throughout Europe will be involved, reaching a minimum of 3,000 teachers and 45,000 students.

University of Leicester’s Role in Fibonacci Extend innovation in primary science and mathematics in primary schools by working with approximately 25 local teachers to trial further innovations with a focus on mathematics and science. Training for organisations in other EU countries: Leicester is one of 12 Reference Centres linked to two ‘twinned’ centres – Dublin & Belfast. We will provide field visits, tutoring and professional development based on the experience gained through the Pollen Project. Coordinator for ‘Cross-Disciplinary Approaches’ because we developed much of the cross-curricular material in the Pollen Project, we are coordinating work in 7 other countries who wish to work on this aspect. European Seminar Conference ‘Integrating Inquiry Across Curricula’ at Leicester th September 2011 Major Research Conference ‘Bridging the gap between scientific education research and practice’ in Leicester th April 2012

Objectives for work with local schools 25 teachers (FS – KS3) in about 12 schools who have a particular interest and expertise in science and/or mathematics meeting for 2 full day and 3 twilight sessions each year, to explore ways to relate mathematics and science activities more effectively through inquiry- based approaches, to produce:- 1.Creative practical investigative science and mathematics activities 2.Advice about progression in both subjects. 3.Links with design technology, ICT and literacy. The aim is to provide guidance for teachers and schools that will be shared throughout Europe. Colleagues in other countries will also share their work.

In-service approach and general content Practical investigations, linked to real-life situations, for participants to try out. Suggested sequences of lessons/activities to link design technology, mathematics & science. Opportunity to discuss pedagogy and ways for implementing activities in the classroom. Strategies for monitoring & assessment. Exploration of ways to improve primary/secondary transfer and how teachers can learn from each other. Supported use of ICT such as data loggers, electronic microscopes and software such as TinkerPlots.

A Planning Framework We had started by developing a framework showing how the strands of content from each subject (science, mathematics and statistics) might be brought together in a meaningful way through an inquiry approach. This also involved considering factors that promote effective inquiry-based approaches in both science and mathematics education (eg Duschl et al, 2007; Harlen and Allende, 2009; Marshall et al, 2009). The framework has informed our early work with the teachers.

ScienceStatisticsMathematics Surface Level: the school curriculum Electricity, Forces, Properties of materials Plants Drawing graphs, Collecting data, Mean, median and mode … Counting, Calculation, Naming shapes, Measurement … Deeper Level: ‘big ideas’ Energy, Particle theory, Inheritance … Variability, Distribution, Chance, Inference … Pattern, Proportion, Equivalence, Ratio.. Nature and processes of inquiry Observation, posing questions, collecting data, analysing data to draw conclusions, predicting, hypothesising, evaluating modelling, raising further questions, … Purposes of Inquiry Generalisation: that explains the world, or observed phenomena that informs decision making that holds in all cases and is internally consistent Summary of the model of integration used for planning