Multiplying the benefits of good teaching practices A highly successful model is now available for dissemination of the methods and objectives of inquiry-based science and mathematics education (IBSME). It is suitable for national or local specificities, and can be used by science education centres across Europe and beyond. Climate Change and Environment © Thinkstock The EU-funded project titled 'The FIBONACCI Project - Large scale dissemination of inquiry based science and mathematics education' (FIBONACCI) was based on two previous projects, Pollen and Sinus-Transfer, promoting crucial components for the renewal of science teaching practices. Team members took a varied and innovative approach to accomplish their main objective of implementing a large-scale IBSME dissemination strategy based on a European network of reference centres (RCs). They leveraged the multiplying power of the twinning process to develop a transfer methodology that can be used as a blueprint by RCs. Specifically, FIBONACCI defined a process of dissemination that created a knowledge transfer path from 12 RCs to 25 twin centres (TCs). Some TCs, labelled twin centre 2, were considered as RCs in progress. Covering both primary and secondary school levels over the three-year project period, the target was to involve 2 500 teachers and 45 000 students. Overall, the project involved 37 centres from 24 countries and was endorsed by major scientific institutions, including national Academies of Sciences. Three 'Basic Pillars' guided project work: Inquiry-based science and mathematics education for scientific literacy; Building on local initiatives for innovation and sustainability; Implementing a twinning strategy for dissemination of inquiry pedagogy. The Fibonacci sequence provided the basis for the model of dissemination, with TCs encouraged to replicate successful strategies implemented by RCs. The FIBONACCI model passed the field test with all centres delivering and many times exceeding set targets, especially in terms of teacher professional development in IBSME. The twinning mechanism and associated support system for teachers and teacher educators proved overall to be very effective in disseminating IBSME across Europe. Other project efforts included training sessions, the publication of 5 booklets, and development of various forms and models of continuing professional development. All contributed to FIBONACCI's successful outcome and immediate positive impact as well as for the future. In fact, some 80 % of the Fibonacci centres declared interest in continuing collaboration with their twinned partners beyond the project lifetime. Keywords Dissemination, inquiry-based science and mathematics education, science teaching, twinning process, professional development
