Mapping FP6/7 funded projects promoting inquiry-based learning

Abstract

Science Education has in the last years been given considerable attention in Europe (Osborne & Dillon, 2008) due to a decline in students’ interest in science subjects and careers. A change from “deductive to inquiry-based methods” is considered by the European Commission to provide the change to go against this decline (Rocard et al., 2007). This dissertation looks at how the European Union is contributing towards this change in pedagogy, through mapping of the different EU projects funded under the 6th and 7th framework programmes. This exercise led to conclusions on which aspects of inquiry have been promoted most and which types of this pedagogy are considered to be the best practice. This research also tackles how Malta’s participation in such projects has impacted educators and schools through interviews with different professionals. The mapping exercise shows how the main countries participating in such projects were Germany and Austria. Many of the projects tended to promote a guided approach to inquiry-based learning in science. Some projects focused specifically of particular groups such as girls as well as underprivileged groups. There are many teaching resources produced by these projects at both primary and secondary level. Those projects which were also implemented in Malta have benefited with respect to changing pedagogy but a more sustained effort is needed in schools to bring about a permanent change in favour of inquiry-based learning.