НАВЧАННЯ МАТЕМАТИКИ НА ОСНОВІ ДОСЛІДЖЕНЬ: ЄВРОПЕЙСЬКИЙ ВИМІР

Abstract

The article focuses on the European experience of inquiry-based education of Natural Sciences and Mathematics for schoolchildren (IBSE). The work provides an overview of the educational platforms, on the basis of which students’ learning and inquiry activities are organized, such as: ZDI (Zukunft durch Innovation) in Germany, UPSTI (Union of Professors of Sciences and Technology for Industry) in France, LUMA (short for «luonnontieteet», Finnish for Mathematics and Natural Sciences) in Finland, STEM (Science, Technology, Engineering and Mathematics) in Bulgaria, ASTRA (Centre for Learning in Science, Technology and Health) in Denmark, ETAg (Estonian Research Council) in Estonia and NATDID (The Swedish National Centre for Science and Technology Education) in Sweden. These educational platforms are funded by governmental and non-governmental institutions. The article shows that IBSE plays one of the central parts in the educational process in all European countries. It is emphasized that inquiry-based learning develops the ability of students to think critically, to experiment, to ask questions and to offer answers based on their own considerations, to understand outstanding scientific ideas. IBSE is used not only in school but also in extracurricular activities (summer (winter) camps, competitions, seminars, scientific circles, competitions, cafes, science festivals). Efforts to support not only high school students, but also Science and Mathematics teachers are noteworthy. Teachers receive effective assistance in guiding students’ creative and inquiry activities. For this purpose, in some countries, there is a cooperative network of school coordinators of creative and inquiry activities of students. Teachers develop their professional activity by mentoring students-inquirers. Scientists are also involved in the management of educational inquiry activities. Inquiries are conducted in the areas of interest to companies participating in the partnership. The cooperation between the school and the company contributes to the functioning of dual education. The experience of European countries in implementing inquiry-based learning in classroom and in extracurricular activities proves the effectiveness of this approach. Learning through inquiry is an attribute of a technologically and economically developed society. A review of the experience of European educational systems, which actively use it, encourages a rethinking of domestic realities.