SCIENCE EDUCATION for Responsible Citizenship

EUR 26893 EN Research and Innovation EUROPEAN COMMISSION

Directorate-General for Research and Innovation Directorate B — Innovation Union and European Research Area Unit B.7 — Science with and for Society

E-mail: [email protected] [email protected]

European Commission B-1049 Brussels EUROPEAN COMMISSION

REPORT TO THE EUROPEAN COMMISSION OF THE EXPERT GROUP ON SCIENCE EDUCATION

SCIENCE EDUCATION for Responsible Citizenship

Chairperson Ellen Hazelkorn

Rapporteur Charly Ryan

Members Yves Beernaert, Constantinos P. Constantinou, Ligia Deca, Michel Grangeat, Mervi Karikorpi, Angelos Lazoudis, Roser Pintó Casulleras, Manuela Welzel-Breuer

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Luxembourg: Publications Office of the European Union, 2015

Print ISBN 978-92-79-43637-6 ISSN 1018-5593 doi:10.2777/13004 KI-NA-26-893-EN-C PDF ISBN 978-92-79-43636-9 ISSN 1831-9424 doi:10.2777/12626 KI-NA-26-893-EN-N

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Printed in Luxembourg Contents

Foreword by Commissioner Moedas ...... 5

Executive Summary and Recommendations ...... 6

Objectives and Recommendations ...... 8

1. Addressing Societal Challenges ...... 12

2. Why Science Education Matters ...... 14

3. Problems and Challenges in Science Education ...... 16

4. The Way Forward...... 18

4.1 Science education should be an essential component of a learning continuum for all, from pre-school to active engaged citizenship ...... 19 4.2 Science education should focus on competences with an emphasis on learning through science and shifting from STEM to STEAM by linking science with other subjects and disciplines ...... 20 4.3 The quality of teaching, teacher induction, pre-service preparation and in-service professional development should be enhanced to improve the depth and quality of learning outcomes...... 21 4.4 Collaboration between formal, non-formal and informal educational providers, enterprise, industry and civil society should be enhanced to ensure relevant and meaningful engagement of all societal actors with science and increase uptake of science studies and science-based careers and employability and competitiveness ...... 22 4.5 Greater attention should be given to promoting Responsible Research and Innovation and enhancing public understanding of scientific findings and the capabilities to discuss their benefits and consequences ...... 24 4.6 Emphasis should be placed on connecting innovation and science education strategies, at local, regional, national, European and international levels, taking into account societal needs and global developments ...... 25

5. The Framework for Science Education for Responsible Citizenship ...... 28

Recommendations to the European Commission ...... 28

6. Programme for Science Education Research ...... 36

7. Interesting Practices Promoting Responsible Science Education ...... 42

Examples from some FP7 Projects ...... 43 Interesting practices promoting Responsible Science Education, from across Europe and around the world ...... 46

Appendix 1: Glossary and Abbreviations ...... 68

Appendix 2: SEEG Terms of Reference ...... 71

Appendix 3: Further Reading ...... 73

Appendix 4: Endnotes ...... 77

Carlos Moedas European Commissioner Research, Science and Innovation Foreword

This publication on science education offers a 21st century vision for science for society within the broader European agenda. It is the culmination of many months of work by a group of experts brought together by the Commission in 2014.

As the world becomes more inter-connected and globally competitive, new economic opportunities often come hand in hand with complex societal challenges. Therefore, we must engage all of society in research and innovation processes. We must provide the space for open, inclusive and informed discussions on the research and technology decisions that will impact citizens’ lives.

Experts refer to this as ‘responsible research and innovation’, the process of aligning research and innovation to the values, needs and expectations of society. We need science to inform policy, objectively. We need science to inform citizens and politicians in a trustworthy and accessible way. We need to make decisions together − rather than from polarised positions − and to take responsibility for those decisions, based on sound scientific evidence.

As policymakers, we need to better understand, and communicate, the transformative connection between science, innovation and society. How we will provide the workforce for future markets and innovative industries in Europe is still uncertain. For young people to aspire to such careers in science, technology, engineering and mathematics we need to bring emerging technologies and markets closer to the classroom, we need to ignite their imagination. Skills gaps do not fill themselves, people do. We need to engage young people at an early age. Responsible research and innovation should, by its very definition, get everyone involved.

This report is aimed primarily at science education policy makers. It identifies the main issues involved in helping citizens to access scientific debate; it provides guidance on how industry can contribute to science education; and it proposes a new framework for all types of science education from formal, to non-formal and informal approaches. Public engagement has already made a real difference in the governance and decision-making process of Horizon 2020: providing a space for the citizen to tell us what works and what doesn’t, what’s important and what’s not. Now it’s hard to imagine going back.

I commend the work of the experts who have compiled this report. I believe that it makes a substantive contribution to the policy debate within Europe on how best to equip citizens with the skills they need for active participation in the processes that will shape everyone’s lives. 6 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

Executive Summary and Recommendations

The European Union has set ambitious goals: to promote smart, sustainable and inclusive growth, to find pathways to create new jobs and to offer a sense of direction to our societies.1 This requires significant strengthening of our knowledge and innovation capacity and our creative capability as drivers for future growth.2

As the world becomes more inter-connected and competitive and as research and technological know-how expands, new opportunities along with more complex societal challenges arise. Overcoming these challenges will require all citizens to have a better understanding of science and technology if they are to participate actively and responsibly in science-informed decision-making and knowledge-based innovation. It will involve input from user groups, specialists and stakeholder groups. Professionals, enterprise and industry have an important role to play. In this way, everybody learns and benefits from the involvement.3

At the moment, Europe faces a shortfall in science-knowledgeable people at all levels of society and the economy. Over the last decades, there has been an increase in the numbers of students leaving formal education with science qualifications. But, there has not been a parallel rise in the numbers interested in pursuing science related careers nor have we witnessed enhanced science-based innovation or any increase in entrepreneurship.4

Science education research, innovation and practices must become more responsive to the needs and ambitions of society and reflect its values. They should reflect the science that citizens and society need and support people of all ages and talents in developing positive attitudes to science. We must find better ways to nurture the curiosity and cognitive resources of children. We need to enhance the educational process to better equip future researchers and other actors with the necessary knowledge, motivation and sense of societal responsibility to participate actively in the innovation process. 7

This is a good time to expand opportunities for science learning, in formal, non-formal and informal settings. Evidence shows that European citizens, young and old, appreciate the importance of science and want to be more informed and that citizens want more science education.5 Over 40 % believe science and technological innovation can have a positive impact on the environment, health and medical care and basic infrastructure in the future.6

This report identifies the main issues involved in helping all citizens acquire the necessary knowledge of and about science to participate actively and responsibly in, with and for society, successfully throughout their lives. It provides guidance concerning increasing the participation of enterprise and industry to science education policy and activities. It sets out the challenges we face and how science education can help Europe meet its goals and equip citizens, enterprise and industry in Europe with the skills and competences needed to provide sustainable and competitive solutions to these challenges. A more responsive science education can promote broader participation in knowledge-based innovation that meets the highest ethical standards and helps ensure sustainable societies into the future.7

The Framework for Science Education for Responsible Citizenship identifies six key objectives and associated recommendations, which in combination, can help bring about the systemic changes required to generate a sustainable effect across our societies and in our communities. 8 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

Objectives and Recommendations

Science education should be an essential component of a learning 1 continuum for all, from pre-school to active engaged citizenship. • Education policies and systems should:

- Ensure that science is an essential component of compulsory education for all students;

- Support schools, teachers, teacher educators and students of all ages to adopt an inquiry approach to science education as part of the core framework of science education for all;

- Address socio-economic, gender and cultural inequalities in order to widen access and provide everyone with the opportunities to pursue excellence in learning and learning outcomes;

- Create mechanisms to foster individual reflection and empowerment.

• Science education should balance requirements of breadth and depth of knowledge about science to ensure young people and adult learners are both motivated to learn and equipped to fully engage in scientific discussions and decisions and to facilitate further and deeper study. 9

Science education should focus on competences with an emphasis on learning through science and shifting from STEM to STEAM by 2 linking science with other subjects and disciplines. • Greater attention should be given to the value of all disciplines and how inter-disciplinarity (STEAM rather than STEM) can contribute to our understanding and knowledge of scientific principles and solve societal challenges.

• Educational institutions, at all levels, should boost understanding the importance of science education as a means of acquiring key competences to ease the transition from “education to employability” (E2E), by

- Learning about science through other disciplines and learning about other disciplines through science;

- Strengthening connections and synergies between science, creativity, entrepreneurship and innovation.

• More emphasis should be placed on ensuring all citizens are equipped with the skills and competences needed in the digitalized world starting with preschool.

The quality of teaching, from induction through pre-service preparation and in-service professional development, should be en- 3 hanced to improve the depth and quality of learning outcomes. • Actions should be taken to continually improve teaching quality, with greater focus on teacher competences, disciplinary knowledge, avoiding gender stereotyping and on students and teachers learning together.

• Efforts should be undertaken to attract more highly qualified and motivated people to become teachers and to boost the status and prestige of the profession.

• Greater emphasis should be given to closing the research-practice gap, by embedding science education research findings into teacher preparation, curriculum development, teaching and learning and assessment for learning (AfL).

• Appropriate methodologies should be developed for teaching research ethics and raising awareness of research integrity.

• Continuous Professional Development (CPD) should become a requirement and a right for all teachers throughout their teaching career. 10 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

Collaboration between formal, non-formal and informal educational providers, enterprise and civil society should be enhanced 4 to ensure relevant and meaningful engagement of all societal actors with science and increase uptake of science studies and science-based careers to improve employability and competitiveness.

• Encourage “open schooling” where

- Schools, in cooperation with other stakeholders, become an agent of community well-being;

- Families are encouraged to become real partners in school life and activities;

- Professionals from enterprise, civil and wider society are actively involved in bringing real-life projects into the classroom.

• Promote partnerships between teachers, students, researchers, innovators, professionals in enterprise and other stakeholders in science-related fields, in order to work on real-life challenges and innovations, including associated ethical and social and economic issues.

• Develop guidelines on how to integrate responsibility and responsiveness into formal, non-formal and informal Science Education, following the principles of CSR (Corporate Social Responsibility) and RRI (Responsible Research and Innovation).

• Promote partnerships that foster networking, sharing and applying science and technology research findings amongst teachers, researchers and professionals across different enterprises (start-ups, SMEs, large corporations).

Greater attention should be given to promoting Responsible Research and Innovation (RRI) and enhancing public understanding of scientific 5 findings and the capabilities to discuss their benefits and consequences. • The link between scientists, researchers, science educators and the media should be strengthened to ensure more effective public communication, in a way that makes the underlying issues and consequences understandable by citizens.

• Science educators, at all levels, have a responsibility to embed social, economic and ethical principles into their teaching and learning in order to prepare students for active citizenship and employability.

• Publicly-funded science education researchers have a responsibility to openly communicate, share and disseminate research outcomes with wider society and to the international research community.

• Citizens should be actively and directly involved in science research and innovation projects. 11

Emphasis should be placed on connecting innovation and science education strategies, at local, regional, national, European and internation- 6 al levels, taking into account societal needs and global developments. • Links between Responsible Research and Innovation strategies at local, regional and national level should be strengthened and evaluated in order to overcome regional and other disparities across Europe and to increase the innovation capabilities of enterprise, particularly SMEs.

• Collaborating and sharing knowledge of and about science and science communication, as well as identifying solutions for global societal challenges facing humankind, should be actively pursued with international partners.

• Science education should benefit from an agreed set of international guidelines, evidence-based and grounded on collaborative and inclusive deliberations.

RECOMMENDATIONS TO THE EUROPEAN COMMISSION

Given the multi-facetted nature of the objectives and recommendations, it is strongly recommended that key actors across the European Commission come together to initiate an EU-wide response, to include a participatory consultation and dialogue process on the report and the proposed actions.

A comprehensive programme of dissemination should also be developed. 12 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

Addressing Societal 1 Challenges

The world around us is changing.8 Global compe- energy, environment, food, water, housing, com- tition and technological developments are trans- munication, social cohesion and culture. forming the world economy and integrating the labour market while opening personal, profes- To meet these scientific and technological chal- sional and business opportunities for all citizens, lenges, the European Union has adopted a strat- enterprise and industry across Europe. This has egy based on three key drivers:10 encouraged new patterns of social mobility and migration, greater inter-connectivity between • Smart growth (fostering knowledge, innova- and within societies and cultures and boosted in- tion, education and digital society), dividual and community empowerment. • Sustainable growth (making our production Our population is growing but it is also aging; more resource efficient while boosting our more people are living in cities and in smaller competitiveness) and households. Digital technologies are used in- tensely and extensively throughout all aspects of • Inclusive growth (raising participation in the contemporary life. Children entering school now labour market, the acquisition of skills and will live beyond the end of this century and are the fight against poverty). likely to change careers two or three times over their lifetimes.9 Our success in meeting these objectives is linked to the ability of our societies to educate smart, As these developments quicken pace, there is creative and entrepreneurial individuals with the much greater appreciation of the necessity to in- confidence and capability to think autonomously volve the entire pool of human resources and tal- and critically, engage in lifelong learning (LLL), ent. They are placing new demands on our gov- as well as the ability to generate new knowledge, ernments, educational institutions, businesses social and technological innovation and utilise and civil society organisations to meet the evolv- and adapt to technological change. This requires ing needs of society and the workplace. They input from all our citizens with the competences are also straining existing resources, including: and confidence in future possibilities as well as 13

the desire, engagement and capabilities for active citizenship, from an early age.11

Reducing poverty, widening participation and improving socio-economic and gender equality are important personal and societal goals, but they are also vital preconditions for ensuring sustainable, inclusive and responsible development and prosperity across Europe and the rest of the world. 14 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

2 Why Science Education Matters

This is a really exciting time to be involved in sci- By working together in an inclusive participatory ence. But, are we preparing all our citizens suffi- way, we can better align the goals and outcomes ciently now and for the future? of science education and research with the values, needs and expectations of European soci- Knowledge of and about science are integral to ety.14 Democratic societies require an engaged preparing our population to be actively engaged and responsible citizenry contributing at all lev- and responsible citizens, creative and innovative, els of society, across Europe and the world. able to work collaboratively and fully aware of and conversant with the complex challenges fac- Science education is vital: ing society. It helps us to explain and understand our world, to guide technological development • To promote a culture of scientific thinking and and innovation and to forecast and plan for the inspire citizens to use evidence-based rea- future. It introduces citizens to an important part soning for decision making; of our European culture. • To ensure citizens have the confidence, knowl- This puts science education at the centre of edge and skills to participate actively in an broader educational goals for society as a whole. increasingly complex scientific and technological world; Research clearly shows that educational attain- ment is linked to better health, personal empow- • To develop the competencies for prob- erment and active engagement in public affairs lem-solving and innovation, as well as analyt- and civil society, being more trusting and support- ical and critical thinking that are necessary to ive of other people, as well as enhanced employa- empower citizens to lead personally fulfilling, bility.12 Society faces a range of challenges,13 such socially responsible and professionally-en- as feeding and housing our population, healthy gaged lives; living, protecting our environment, generating sufficient energy, supplying enough clean water, ur- • To inspire children and students of all ages banisation and global climate change. We have a and talents to aspire to careers in science and much better chance of tackling these challenges if other occupations and professions that un- all societal actors understand the issues and their derpin our knowledge and innovation-inten- consequences and are actively involved in helping sive societies and economies, in which they identify and monitor society’s responses. can be creative and accomplished; 15

• To enable public, private and third-sector or- But, science influences all parts of our lives and ganisations, based in Europe, to find appro- our decision-making processes. Along with lan- priately skilled and knowledgeable people and guage and artistic literacy, knowledge of science to promote and nurture an innovative Europe- and mathematics is the basis for personal ac- wide environment where companies and oth- complishment and responsible citizenship, social er stakeholders from around the world want and economic development and a benchmark of to invest, work and live; innovation, entrepreneurship and competitiveness in our global world. • To empower responsible participation in public science conversations, debates and A more integrative and interdisciplinary approach decision-making as active engagement of is required. European citizens in the big challenges facing humanity today. We need to link science or STEM with all other subjects or disciplines at all levels of education. Science learning helps us to interpret and un- As well as a focus on learning through science, derstand our world, to manage risk and put un- this means taking other disciplines as a starting certainty into perspective, to guide technological point to introduce scientific thinking. It means in- development and innovation and to forecast and corporating the knowledge and the methods and plan for the future. It improves job prospects, cul- approaches of more than one disciplinary con- tural awareness and our ability to act as well-in- text to enable new ways of thinking and identi- formed citizens in solidarity with citizens around fying solutions to problems that fall outside the the world.15 boundaries of just one discipline. This requires new ways of working and strengthening links For some people, science refers only to knowl- and interaction between formal, non-formal and edge of physical systems, living systems, earth informal science education. and space systems and technology. Sometimes it refers specifically to STEM (science, technology, Accordingly, our focus should shift from STEM engineering and mathematical) disciplines. Too of- to STEAM (within which the A includes ALL other ten, science is seen as something separate from disciplines).16 all other subjects or disciplines in education, dis- connected from people’s lives beyond school. 16 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

3 Problems and Challenges in Science Education

Science education in Europe sits at an important • Concerns about quality arising from a mis- crossroads. Despite public and policy emphasis match between demand and supply of qual- on the importance of science and technology ified teachers and about the gap between and substantial improvements in participation science education research findings and what and performance, important deficits and wide happens in the classroom;20 differences in educational outcomes and public understanding exist across Europe, both within • Insufficient understanding of the breadth of and across countries. competences required of teachers and teacher educators for enhancing personal and col- Research is telling us that our future could be laborative achievement, innovation and cul- undermined by: tural and economic sustainability;21

• Unevenness in basic science literacy across • Inadequate teaching and insufficient family Europe which is necessary to ensure a rig- involvement needed to inspire children’s curi- orous understanding and use of scientific osity and the need to shift the emphasis from knowledge in decision-making, particularly knowing facts to doing innovative and enjoy- in domains such as health, the environment, able things with knowledge, including being food, energy and consumption;17 creative with the application of ideas;22

• Wide disparities in participation in science ed- • Short-fall in skills and competences required ucation, in formal, non-formal and informal to identify early-stage global trends necessary settings, across regions, cultures and gender to reach EU targets for smart and sustainable which are blocking full involvement in society growth and high value-added jobs responding of all citizens and talents;18 to the need to design science-based solutions to the global challenges;23 • Declining interest in science studies and related careers that are essential to meet the • Insufficient investments in strategic co-oper- demand for well-prepared graduates (at all ation and development of ecosystems that levels) and researchers, especially amongst would foster effective adoption of latest re- women, necessary for our knowledge and in- search findings and emerging technologies in novation-intensive societies and economies;19 industry and enterprise, particularly SMEs;24 17

• Inadequate public knowledge about and understanding of the complexities of the scientific and social challenges facing humanity, across Europe and globally;25

• Little involvement of stakeholders in science education policy, research, development and innovation, particularly between students, families, teachers, employers and civil society in the formal education system.26

In order to meet Europe’s objectives, the difficult challenge is to find ways to assess the learning outcomes of science education and the long-term impact of initiatives in different cultural contexts and to translate the results for collective impact and benefit. Continuing evaluation of outcomes should be a component of all educational initiatives. The whole process should be informed by the ways people, communities and societies learn, adapt and change their behaviour.27

There is an opportunity to create long-term added value through enhanced collaboration between science educators and other key actors across society at national, European and global level. We need to identify a common set of priorities to bring about systemic and sustainable reform, achievable for all.

The issues are complex and multi-factorial, but the good news is that policy decisions can and do make a difference. 18 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

4 The Way Forward

Schools are one of the most important institutions and learning paths to help citizens reach their full in which citizens have the opportunity to engage potential. Ultimately, we must ensure all citizens with structured science learning. The last 25 years have the same opportunities so that our societies has seen an expansion in the numbers of children can benefit from all talents.30 accessing science education across Europe.28 Our future personal and societal success is de- But school science is just one part of the learning pendent upon citizens’ ability to learn and acquire continuum. Underpinning personal achievement a “broader knowledge base, more specialised throughout one’s life and meeting the needs of skills, advanced analytical capacities, complex society and the economy into the future will re- communications skills” and utilise, shape and quire on-going life-long learning. Achieving long- adapt technological changes.31 term, sustainable change requires a whole-of-education and a whole-of-society approach. This Realising these goals demands a holistic, sys- involves all societal actors, building stronger links temic and multipronged approach described in between knowledge and skills and encouraging the following chapters. careers in science and from science, from an early age. This includes encouraging more PhD Chapter 4 - provides the evidential basis for the graduates to take up positions in industry and six high-level objectives. particularly in SMEs, which are the backbone of the European economy. There is a strong need to Chapter 5 - presents The Framework for Sci- relate science education to the innovation system. ence Education for Responsible Citizenship, which aligns each of the six high-level objectives with Transforming new ideas gained from research recommendations. Indicative actions are proposed into useful knowledge, products and services for the EU and member states, linked to each set depends upon deeper and on-going connectivity of recommendations. between schools and non-formal and informal learning environments, families, enterprise, civil Chapter 6 - presents The Science Education Re- society and government.29 At the same time, more search Programme which outlines research themes must be done to close the gap between our high- which can enhance our understanding of science est and our lowest achievers by taking steps to education – what works and what we can do better. reduce socio-economic, gender and regional disparities across Europe and within member states. Chapter 7 - provides Examples of Interesting Education systems and working life should pro- Practices as a selection of individual projects and vide inspiring challenges, learning opportunities community and national initiatives from across 19

Europe and internationally, as a basis for shared From an early age, children show a spectrum of learning. This section also provides a useful re- capacities and propensities to observe, explore source for future innovations. and discover the world around them. They can grasp the basics of mathematics and begin to solve challenging problems about their worlds. 4.1 Science education should be an es- They often have access to the internet and digital sential component of a learning continu- technology through an array of devices that are um for all, from pre-school to active en- wholly portable and mobile. gaged citizenship. However, because of missed opportunities in Research shows that learning is important for early childhood and school education, many peo- individuals of all ages. It is not a simply cogni- ple do not attain “minimum levels of core skills tive activity but affects who we are and how we necessary to cope with the complexities of life develop.32 Science learning contributes to per- and work in the 21st Century”34 As part of the sonal well-being and fulfilment, promotes full shift from preparing people for lifelong employ- economic and societal participation, supports ment to lifelong employability, people need to creativity and innovation and enables people to leave compulsory education with knowledge of be better informed and more autonomous and and about science and its culture and values and active citizens. with positive attitudes towards and a willingness to learn more about science. The concept of lifelong learning stresses that “learning throughout life is a continuum.”33 How Curiosity about the world around us, learning to we engage with learning, in formal, non-for- act and think like a scientist and an innovator and mal and informal settings, has an impact on understanding the nature of science – all provide our ability to take up or have access to op- a solid foundation for future success.35 Quality portunities throughout our lives. To overcome science education builds upon these everyday ex- educational gaps, we should take a “whole of periences and settings and makes links between education” approach, embracing all levels and what is taught in the classroom and the world parts of the system in a holistic way. Because around us.36 It shifts the focus away from learning the graduate of today is the product of the en- discrete scientific facts to understanding how to tire education system, it is important to ensure apply science learning to new situations. It helps complementarity and consistency in the skills transform knowledge into usable forms and pro- and aptitudes that are nurtured and developed duce positive attitudes towards science – a vital at all levels of education. requirement for active, responsible citizenship.37 20 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

Students also experience the joy and pleasure of 4.2 Science education should focus on co-creating, learning and participation. competences with an emphasis on learning through science and shifting from STEM to Science education should be compulsory STEAM by linking science with other sub- throughout school beginning from kindergar- jects and disciplines. ten.38 It should enable and empower students, of all ages, backgrounds and talents, to be both Success in the 21st century depends upon acquir- motivated and equipped to be actively engaged ing key competences rather than simply learn- in and knowledgeable about scientific mat- ing facts. Being able to collaborate, listen to the ters. It should balance requirements of breadth ideas of others, think critically, be creative and and depth so some groups are not left behind take initiative, solve problems and assess risk and everybody can reach her/his full potential. and take decisions and constructively manage Research shows success is most often due to emotions are interdependent. They are consid- meaningful effort rather than simply talent.39 ered essential for success in adult life and the At the same time, we must provide a solid basis basis for further lifelong learning.43 They also and inspiring learning experiences for those who contribute to active citizenship at local, national, choose to take on deeper study. Europe needs European and global level. more scientists.40 Conventionally, science education has focused Failure to encourage sufficient numbers of stu- on learning in the context of science and math- dents and adults to sustain their interest in sci- ematics. The OECD makes a distinction between ence – for example, into and through technical, knowledge of science and knowledge about sci- vocational, professional, undergraduate and ence. Knowledge of science includes understand- graduate/doctoral studies – could undermine the ing fundamental scientific concepts and theories; success of Europe 2020. Alongside demographic knowledge about science includes “understanding changes faced by many countries, this presents the nature of science as a human activity and the a serious challenge to Europe’s strategy to build power and limitations of scientific knowledge”.44 a competitive and sustainable knowledge-intensive society drawing more consistently on crea- Understanding science education is vital if we tivity, innovation and entrepreneurship.41 are to address the “grand challenges” of climate change, human health and healthy living, food Scientifically-informed citizens can contribute to and water security or sustainable cities. As the and manage change and distinguish between world faces these complex challenges, our ability positive impacts and benefits and negative con- to resolve these issues on our own or within our sequences. They are more likely to enjoy the ben- own field of knowledge shrinks. Due to their scale efits of life-long employability, societal participa- and complexity, these major social and economic tion and improved well-being, enabling them to problems transcend borders and disciplines and lead richer, healthier and more fulfilling lives well necessitate new ways of thinking and methodo- beyond formal schooling.42 This is especially im- logical and organizational frameworks. portant as more of our citizens will be living and working longer. Innovative new ideas and creative solutions often emerge at the margins of disciplines. New Embedding what we have learned from research ways of thinking do not only come through into science education will strengthen curios- pure, applied or commercial research or tech- ity, innovation and scientific inquiry. Systemic nological change but also because of changes change is required. Our emphasis should be on in the way in which we do things. Social inno- educating citizens for tomorrow not simply stu- vation takes place in daily life, in social rela- dents of today. tionships and in the home and may be focused on new services and new ways of organizing society, work and ourselves.45 21

Making connections between STEM and all other innovative and entrepreneurial in their approach disciplines – what is often referred to as STEAM to generating ideas and applying them to solv- – pushes beyond the boundaries of science to ing problems and helping develop sustainable embrace the creative potential of linking the arts, responses to society’s challenges. scientific inquiry and innovation.46 Innovative new ideas and creative solutions often emerge at Conventional modes in teaching and learning the interface between disciplines and involve dif- contribute little to developing innovation com- ferent societal actors. Innovation is linked, direct- petencies. Research shows that graduates are ly or indirectly, to human experience, needs and more likely to participate in innovation process- problems. This can occur through engaging with es if their studies involve working with practical the arts – playing or listening to music, dancing, knowledge and authentic problems.51 They de- experiencing or creating art, watching and creat- velop the same attributes that employers and ing video or film, or being involved in designing students identify as essential for employability and making. into the future.52

Linking the arts and humanities with science, Working across disciplines helps build deep and technology, engineering and mathematics brings diverse relationships, which are important for the scientist, engineer, entrepreneur, artist and work and for life. It fosters comparison, exchange designer into dialogue to offer the widest range and synthesis of different systems of knowledge of opportunity and academic and societal insight in a way which can lead to transformational for experimentation and innovation.47 Involving change, enabling new ways of thinking about so- the social sciences helps us understand what cietal challenges. By focusing on competences, works, what doesn’t work and how to improve connections with the world of work and society the quality of life for everyone. are made explicit.

Successful learning in the 21st century depends upon “horizontal connectedness across areas of 4.3 The quality of teaching, teacher in- knowledge and subjects as well as to the com- duction, pre-service preparation and in-ser- munity and the wider world”48; it emphasizes the vice professional development should be fact that knowledge and technologies do not ex- enhanced to improve the depth and quality ist in isolation.49 “Interdisciplinary innovation is of learning outcomes. primarily about team-work, where members of the team bring different skills and perspectives” Educational quality and outcomes are key fac- which together bring added benefit.50 tors underpinning personal accomplishment and contributing to innovation and competitiveness. People learn in formal, non-formal and infor- The EU has pioneered the shift towards learning mal spaces, at home, in the community and in outcomes: what the learner knows, understands activities linked to large enterprises and SMEs. and is able to do with what they learn. Because These developments require people with the our future depends on the quality of our edu- competences to apply learning to real-life prob- cation systems, society wants to know that the lems and find effective solutions. People who are learning outcomes achieved by students meet comfortable working collaboratively and in inter- society’s expectations.53 disciplinary teams which span organisations and national boundaries are more prepared for their Since quality education and learning outcomes are future roles as innovators. the bedrock of the future society, we must aim to bring about systemic changes to teacher induction This has implications for the way in which stu- and pre- and in-service professional development dents learn science and teachers teach across as well as what happens in classrooms. We need the educational continuum and link education to to shift the focus to how students and teachers employability (E2E). Because creativity is a key teach and learn together. Many of these actions competence that differentiates innovators from are within the direct control of individual teachers, non-innovators, the learning environment mat- course leaders and schools.54 ters. Students of all ages should be inspired to be 22 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

The quality of an education system cannot ex- Science teachers and educators also have a re- ceed the quality of its teachers.55 However, some sponsibility to embed concepts of Responsible “systems face teacher recruitment problems, es- Research and Innovation (RRI) directly into their pecially in areas like mathematics, science and teaching. For example, no teacher sets out to show ICT”. 56 Studies show that the highest performing that science is only for boys and men, yet some systems internationally have teachers who are people draw this conclusion from how they learn seen as important members of their communi- and the examples and pictures that are used.61 ties and attract high-achieving and committed Responsible science education encourages a view students into science teacher education. This of science and scientists that is inclusive in terms helps ensure teaching is undertaken by teach- of gender, social, economic and cultural diversity. ers with the appropriate disciplinary, pedagogical and professional competences underpinned In some systems, both school and post-secondary by suitable incentive structures and continuous teachers can acquire additional credit for adopt- professional development. ing Responsible Research and Innovation and embedding it in their practice.62 Undergraduate and Schools and science teachers do not work in post-graduate students can also practice respon- isolation. Where change is conducted with the sible citizenship through option modules in com- support of others, through collaborative net- munity-based research and volunteering.63 These works of educators, students, science education opportunities should be available to all students researchers and other stakeholders, it is likely to and teachers. be more invigorating and successful for everyone.57 Engaging with colleagues in professional Given the importance of science education to development programmes increases interest in Europe’s goals, there is a case to be made for improving teaching.58 More opportunities should adapting the lessons of the Bologna Process to be provided to collaborate with enterprise and establish European Standards and Guidelines for civil society and bring real-life problems into sci- Science Education. These would emphasise the ence education preparation and CPD. range of outcomes expected from science education, both science specific competences and Research also shows innovation and job satis- more generic transversal competences. faction are not mutually exclusive; teachers become more satisfied when they are directly involved.59 By translating research outcomes into 4.4 Collaboration between formal, changes in classroom practice, teachers develop non-formal and informal educational pro- into more effective professionals.60 viders, enterprise, industry and civil society, should be enhanced to ensure relevant and CPD for teachers and teacher educators should be meaningful engagement of all societal ac- both a requirement and a right. Evaluation should tors with science and increase uptake of sci- include follow-up in the classroom, ideally with the ence studies and science-based careers to participation of the teachers and students in this improve employability and competitiveness. process. Crucial to success is how CPD functions to create learning communities of teachers and to Despite the depth of the recent economic crisis, the promote collaborative learning and teaching. demand for skilled labour in the European knowledge-based economy of the future will outstrip Closing the gap between what we have learned supply. Future skills forecasts show that the share from science education research and classroom of people with high-level qualifications will rise to practice are vital. Inquiry-oriented science edu- more than a third of the labour force with people cation can produce positive results, but this re- with medium-level qualifications accounting for quires reforms in classroom practice, including about half. Some of the greatest skill shortages a shift towards assessment for learning (AfL). are forecast to occur across STEM-related careers Embedding the outcomes of science education because too few students are choosing to study research into teacher preparation, curriculum these disciplines.64 And, unfortunately, women are development and continuing professional devel- also less likely to end up working in science-based opment offers rich possibilities. occupations than men.65 23

What is to be done? Collaboration is wide-ranging and can include:

Collaboration between science educationalists, • Science ambassador and tutor schemes and formal, non-formal and informal education volunteering in schools and communities; providers, research centres, enterprise and industry and other professionals can play a vital • Development or co-creation of pre-service role in increasing interest in science and sci- and CPD courses, modules, materials; ence-careers. Recent work shows the benefits of drawing on expertise in innovation beyond • Placements in external stakeholders, laborato- school to co-create knowledge and stimulate ries, companies and third sector organisations; innovation.66 Partnerships between teachers, students and stakeholders in science-related • Promoting STEAM entrepreneurship; fields can offer exciting ways to introduce real-life challenges, with their ethical and social • Networks of companies supporting schools; issues, into a classroom setting while also aid- ing problem-solving skills. • Competitions, festivals, web quests;

In a global, competitive environment it has • Cooperation with/between science museums, become increasingly important that profes- science centres, zoological gardens, botanical sionals and enterprises have early and fluent gardens, planetaria, observatories; access to the latest research findings and emerging technologies. Building and develop- • Cooperation with/between NGOs, Foundations, ing networks that foster sharing of knowledge, Academies of Sciences and other community life-long learning, innovations and co-creation and society organisations; of better solutions should form an integral part of quality science education. • Summer or after-school science programmes, at universities and research cen- Research also shows the value of collaborating tres, with targeted promotion for girls and across schools, science educators, families, re- marginalised groups; searchers, enterprise and industry and civil society organisations.67 Collaboration may involve • Involving students as researchers and partici- museums, science and leisure centres, zoological pants in the design, development and evalua- parks, botanic gardens, nature centres, science tion of innovation; and technology and business parks, etc. taking an approach to science education that embeds • Support structures that help schools or local, principles of responsibility would make these regional authorities develop science educa- voices more evident in setting the agenda for tion strategies; change, leading to benefits for all. • Mentoring by entrepreneurs, SMEs and other Where learning activities are carried out with- stakeholders. in partnerships, all parties benefit as appropriate to their different agendas.68 Important Through mutual investigation and innovation, results can derive from applying learning to collaboration can produce better outcomes than real-world problems, focusing on the relevance working alone.69 But, care needs to be taken to and meaning of the ideas and topics discussed ensure these collaborations are meaningful, with and improving the over-all quality of teaching clear objectives and respectful evaluation of in- and learning. Public and private sector organi- tended and unintended outcomes, to ensure the sations and university students can play an im- benefit is shared.70 There are obligations on all portant role and help stimulate a desire to work sides; on science education as well as on em- in the field or even in the same organisation ployers and civil society.71 while gaining a deeper understanding of the challenges of school science. 24 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

Well-conceived and developed projects with 4.5 Greater attention should be given to partnerships between formal, non-formal and promoting Responsible Research and Inno- informal education can have positive effects on vation and enhancing public understanding girls’ participation in science activities. They can of scientific findings and the capabilities to help broaden student’s awareness of potential discuss their benefits and consequences. science-based careers, especially for students coming from socio-economically disadvantaged Over recent decades, there has been growing ac- and other under-represented backgrounds. knowledgement that knowledge of science and knowledge about science are essential for an Above all there is a need to involve citizens, ethical, sustainable and progressive society.75Yet, young and old, as active agents at the heart surveys consistently show that while many Euro- of inquiry-oriented science learning – in iden- peans are interested in science and technology tifying and framing the research problems and they feel inadequately informed. Less than half leading to the discovery of solutions and inno- have studied science or technology at any level vations which help situate science in every-day and many more feel that our governments are life. 72 In this way, we involve a richer pool of doing too little to stimulate young people’s inter- talent in framing a more responsible and ethi- est in science.76 cal approach to research and innovation. Work in related fields such as health education, cli- Quality science education involves a range of mate change and environmental education actors in different learning settings, including shows several ways to empower students and social, cultural and enterprise organisations. citizens to know and act in accordance with Re- Many organisations are already involved in sci- sponsible Research and Innovation.73 ence-based activities without thinking of themselves as developing science understanding, in- Empowerment is a powerful force in/for life-long cluding, for example: recycling initiatives, patient learning and active citizenship. Accordingly, sci- support groups, community, health and environ- ence learning becomes more relevant and con- mental groups, gardening clubs and children’s nected to learners’ lives and societal priorities. computer coding groups.77 A key characteristic of meaningful participation is the emphasis on Science education, in its broadest sense, has a self-discovery, curiosity and fun. responsibility to contribute to solving problems on its doorstep in collaboration with societal ac- Quality science education is not evenly distributed tors and to make connections to regional and across Europe.78 Many sections of our population global contexts. Whether living in rural areas or miss out during compulsory school and are then in large cities, young or old, all societal actors cut off from many of today’s big decisions about should work together to positively change their the future of our society. There are also big gaps environment while providing a valuable learning between our highest and our lowest achievers.79 experience in science and active citizenship. This presents a serious challenge. Finding solu- Collaboration and team learning enhances key tions to society’s complex challenges involves a competences essential for the 21st century and broader understanding of social and technologi- highlights the benefits of portraying positi ve cal innovation. Valuing and evaluating the quality views of science.74 Working collaboratively, in and outcomes of science education and science a spirit of co-creation, leads to benefits that education research should take account of collab- are greater than the sum derived from the oration and stakeholder involvement, adherence constituent parts. to RRI values, internationalisation and societal impact and benefit80. This requires new ways to define and measure what counts as success in order to match the objectives of science education for active and responsible citizenship.81 25

Novel approaches that place an emphasis on links between scientists, science educators and learning and collective change such as those at communicators involves two-way communication. the centre of health promotion, community arts and community and social development should All these actions are vital to ensure that the val- be encouraged.82 This would help bring about ue, impact and benefit of such research is fed more inclusive forms of science education and back and actually incorporated into policy and help reduce disparities. practice for the benefit of citizens. This will help broaden societal understanding of science and The intended shift to more active participation technology related decisions and their conse- by citizens in science reflects the growing real- quences – desirable and undesirable. isation that participatory approaches, which respect human rights and meet the highest ethical standards, bring tangible benefits for all.83 4.6 Emphasis should be placed on connecting innovation and science education Science and society benefit when RRI principles strategies, at local, regional, national, are embedded in projects from the outset and European and international levels, taking in all spaces where people learn.84 Promoting into account societal needs and global research integrity is an essential element; it is developments. the basis of the trust society vests in the scientific endeavour. It is not only a way to protect Europe’s challenges of low growth, insufficient and be in harmony with society but should also innovation and a diverse set of environmental be seen as a prerequisite for achieving quality and social threats do not stop at city or nation- in research. This includes non-formal and infor- al borders. 88 Nor do the challenges of feeding mal learning spaces, in the identification of re- our population, controlling disease, generating search questions, as well as the co-creation of sufficient energy, supplying adequate water and approaches, resources and solutions.85 limiting (if not reversing) the dangers of global climate change stop at the boundaries of Europe. Sharing knowledge of and about science educa- Because science and innovation are key factors tion for responsible citizenship with colleagues that will help Europe move towards smart, sus- around the world should be an intrinsic part of all tainable, inclusive growth, the actions we take initiatives. This must be pursued actively with our must address these challenges by finding sus- international partners, through joint projects, en- tainable global solutions. hanced mobility for science educators, researchers, students and key stakeholders. Adherence This means ensuring that what is promoted and to the principles of RRI is necessary to ensuring undertaken at the European level is linked to com- stakeholders are involved throughout the process. plementary actions at the national and regional level and vice versa. At the same time, attention Citizen science involves people directly in re- should be focused on establishing and strength- search projects, for example: monitoring bird mi- ening international collaboration and partnerships. gration patterns, changes in environmental phenomena, astronomical events or identifying ways Inevitably, different organisations work to their to use “urban waste as a resource”.86Involving own requirements. Too often research and knowl- all citizens, from an early age and throughout edge about interesting practices is fragmented, the life-cycle, provides a valuable way to main- unknown or misunderstood. But, working to a stream science education and create a more bal- common agenda can help bring about sustaina- anced science-informed society. ble change if all citizens understand the issues, the rationale and consequences.89 The cross-fer- Open and online access to the results of public- tilisation of expertise and disciplines helps ly-funded research is another important mecha- demonstrate the advantages of collaboration nism for knowledge exchange that can facilitate and interdisciplinarity and moving from STEM to new research and innovation.87 Too often this is STEAM, while also highlighting the negative im- interpreted simplistically as publicising scientif- pact on scientific and technological performance ic results or holding public lectures. But genuine of disjointed public resources. 26 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

People who have experienced an inclusive and are critical components of science education for collaborative science education become enthu- responsible citizenship. siastic promoters of inquiry-oriented learning90. They set high expectations for each other. They This also means, science education everywhere exude energy and enthusiasm for learning that is in Europe must continue to meet international contagious. When this learning involves system benchmarks for quality and excellence and con- leaders and participants, wider changes are pos- form to best ethical practice. Our students and sible. However, holistic system change has major graduates, teachers and teacher educators and challenges, especially of accountability, evalua- researchers and science professionals are already tion and assessment. working in a globalised world. Research shows that students with international experience are Science education reform has to be part of sys- most likely to do better in work.94 We should ex- temic efforts at different levels. It should be pand the opportunities for collaboration. aligned with and contribute to strategies developed by decision-makers or governments at all European programmes and projects, focusing levels of society. All stakeholders across the learn- on science education, should explicitly include ing continuum, including schools, universities, en- sharing expertise and practices with countries terprises and civil society organisations should that cannot afford or do not have the means to develop strategies that link with these wider so- develop such science strategies. Dissemination cietal goals. Structures should be established to and valorisation of what is and can be achieved provide crucial support to develop and implement through science education, within Horizon 2020, science education for responsible citizenship. should remain an essential component of Eu- ropean-funded projects. All educational actors, Successful reforms are not top-down quick fixes enterprise and industry, as well as public and to problems, nor are they bottom-up solutions civil society organisations have a role to play in to immediate needs. They are collaborative pro- disseminating “good practices” at all levels and grammes for enduring change, at local, regional, within their “communities of practice”. national, European and international levels.91 European science education has much to contrib- Where changes are supported at different levels, ute to embedding principles of smart, sustaina- they are more likely to become part of the reality ble and inclusive growth around the world. of the participants. They become self-sustaining; they act as living examples for others in similar Pursuit of the principles of ethical, Responsible situations. When this happens and there is good Research and Innovation are key characteristics involvement of stakeholders, change becomes of Europe’s integrity internationally. Solidarity embedded.92 Links between science education with other countries, especially disadvantaged and innovation strategies should be strength- countries and helping develop quality science ened in order to remove regional, gender and so- education for responsible citizenship strategies, cio-economic disparities across Europe and the will be mutually beneficial for everyone. world and to make Europe an attractive hub for new investments and professionals and enterprises that want to succeed. It is this prolonged, deep change that should be the focus of science education in Horizon 2020 and beyond.

A smart, sustainable and inclusive Europe can only exist and only makes sense when it is open to the world and collaborates and inter- acts dynamically with partners internationally. Because borders are porous, challenges in one part of the world can quickly become problems in another part.93 Thus, the attributes and characteristics of global citizenship and solidarity 27 28 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

The Framework for 5 Science Education for Responsible Citizenship

The world is changing so fast that citizens need RECOMMENDATIONS TO a deeper understanding of global societal chal- THE EUROPEAN COMMISSION lenges and their implications for themselves, their families and their communities. This re- Given the multi-facetted nature of the objec- quires a broader vision of an active, engaged tives and recommendations, it is strongly rec- and responsible citizenship for the 21st century. ommended that the European Commission brings together key actors from within the Eu- Drawing on evidence presented in this report and ropean Commission to initiate a participatory published research, the Framework for Science consultation and dialogue process across the Education for Responsible Citizenship provides a EU on the report and proposed actions and how comprehensive set of objectives, recommenda- they should be implemented. tions and actions. The European Commission should use the re- There are six high-level objectives, with recom- port to build synergies and co-operation across mendations aligned to each objective. Indicative portfolios in order to lead to tangible results. actions are associated with each objective and Collaboration and networking between the dif- recommendation. The actions are appropriate- ferent communities across the EU can provide ly identified for implementation at either EU or important opportunities to enrich the lives of member state level. European citizens.

The Framework for Science Education for Respon- Finally, the European Commission should also sible Citizenship provides a powerful tool-kit for implement a comprehensive dissemination pro- action which can bring about systemic, synergistic gramme. In the spirit of engaging citizens in the and sustainable change for collective impact. understanding and about science, the dissemination programme should include a combination of To be successful, they require a collective vision and workshops, leaflets, comic book formats, video, shared sense of accountability responsibility and in- film, community theatre etc. An accompanying novation by all society’s stakeholders. This includes public communications strategy should be devel- schools plus further and higher educational insti- oped in order to reinforce a consistent message. tutions, families, teachers and students, enterprise and business and public and civil society organisations. It involves all members of the European Un- ion, at local, regional, national and EU level, acting together in a coherent and integrated way. 29

FRAMEWORK FOR SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP 1 Objective Science education should be an essential component of a learning continuum for all, from pre-school to active engaged citizenship.

RECOMMENDATIONS AND ACTIONS Recommendations Indicative Actions EU Level Indicative Actions National Level • Education policies and systems 1. Develop Guidelines for Systemic 1. Adopt a “whole of education” policy should: Change to underpin Science Edu- approach to establish an Educational - Ensure that science is an essen- cation for Responsible Citizenship Forum bringing together key actors tial component of compulsory initiatives and their evaluation from pre-school to LLL and across for- education for all students; mal, non-formal and informal science 2. Initiate actions which strengthen education; - Support schools, teachers, links and cooperation between teacher educators and students formal, non-formal and informal 2. Introduce initiatives to support LLL for of all ages to adopt an inquiry science education; all citizens – including those who seek approach to science education to learn and/or enhance their science 3. Introduce actions to promote knowledge and understanding through as part of the core framework gender sensitive practices and of science education for all; scientific models, including develop- innovations in science learning; ment of accredited online courses and - Address socio-economic, gender 4. Introduce actions to address programmes and other innovative and cultural inequalities in socio-economic and cultural formats; order to widen access and inequalities to ensure access 3. Develop benchmarking and quality provide everyone with the to science education, with an opportunities to pursue excel- certification of curricular and/or extra- emphasis on rural, isolated and curricular programmes and outreach lence in learning and learning disadvantaged communities; outcomes; activities to provide pathways to 5. Support the expansion of ICT to higher, vocational and professional - Create mechanisms to foster widen access and participation in science education and training; individual reflection and em- science education, for all talents, powerment. 4. Expand use of ICT to enrich science in and beyond the classroom. education, for all ages, in and beyond • Science education should bal- 6. Develop educational pathways the classroom, including via accredited ance requirements of breadth for scientific and technical online courses and programmes in and depth of knowledge about employees and unemployed innovative formats, in order to support science to ensure young people workers especially young people, the different paces of learning and and adult learners are both to access scientific and technical profiles of learners. motivated for learning and qualifications. equipped to fully engage in scientific discussions and decisions 7. Provide student-centred science and to facilitate further and education programmes which deeper study; recognise and are sensitive to different learning methods. 30 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP 2 Objective Science education should focus on competences with an emphasis on learning through science and shifting from STEM to STEAM by linking science with other subjects and disciplines.

RECOMMENDATIONS AND ACTIONS Recommendations Indicative Actions EU Level Indicative Actions National Level • Greater attention should 1. Promote research and support actions 1. Promote actions that build on curio- be given to the value of that emphasize a balanced approach sity and enhance the relevance of all disciplines and how to the acquisition of scientific and science education to learners’ lives, inter-disciplinarity (STEAM generic competencies; including connections to societal rather than STEM) can con- challenges. tribute to our understanding 2. Create a European STEAM Forum with and knowledge of scientific representatives from all stakeholder 2. Specific attention should be given to principles to solve societal groups, with European and internatio- projects and educational pro- challenges. nal representation, to ensure Europe grammes that promote creativity, is a leader in science and innovation innovation and entrepreneurship • Educational institutions, education; throughout the educational life-cycle; at all levels, should boost understanding of the 3. Support arts-based initiatives with a 3. Develop innovative teaching and importance of science STEAM focus, e.g. film, media, visual evaluation practices to support education as a means of arts, etc. to develop resources promo- STEAM and inter-disciplinary learning acquiring key competences ting science learning, positive views of with a focus on competences for to ease the transition from science and scientific culture; science, innovation and education to employability (E2E); “education to employability” 4. Develop a portal with information on (E2E), by: “good practices” in STEAM, targeted 4. Promote the establishment of incu- - Learning about science at encouraging collaboration between bators bringing together companies through other disciplines enterprise and business (including with a strong STEM focus with stake- and learning about other SMEs), arts and design organisa- holders in other fields especially in disciplines through science; tions and educational institutions at arts and design; all levels for more contextualized - Strengthening connections contents; 5. Support the creation of local, regio- and synergies between sci- nal and national STEAM initiatives ence, creativity, entrepre- 5. Develop actions which extend the by companies or sectors highlighting neurship and innovation; use of ICT to young people and adult examples of good practice. learners to scientific and transversal • More emphasis should competences. be placed on ensuring all citizens are equipped with 6. Design project evaluation criteria that the skills and competences endorse and promote inter-disciplina- needed in the digitalized rity, equity and active citizenship. world beginning from preschool. 31 3 Objective The quality of teaching, from induction, through pre-service preparation and in-service professional development, should be enhanced to improve the depth and quality of learning outcomes.

RECOMMENDATIONS AND ACTIONS Recommendations Indicative Actions EU Level Indicative Actions National Level • Actions should be taken 1. Develop European Standards and 1. Promote innovations of technology- to continually improve Guidelines for Science Education to enhanced teaching and learning, as teaching quality, with enhance quality, aid accreditation well project-based learning through, greater focus on and improve comparability of teacher e.g. field studies, laboratory work and teacher competences, education programmes; various kinds of outdoor activities; disciplinary knowledge, avoiding gender stereo- 2. Establish a European Network of 2. Introduce teaching self-assessment typing and on students Science Teacher Educators linked with and self-regulation methods to support and teachers learning stakeholders to exchange knowledge, students, teachers and schools in their together; expertise and new approaches; efforts to improve the development of competences for science, innovation • Efforts should be 3. Encourage teaching strategies to and employability for all students; undertaken to attract enhance student motivation for lear- more highly qualified ning and to develop students’ self-re- 3. Develop mechanisms to support and motivated people gulation for science learning, including schools and teacher teams wor- to become teachers classroom-based actions; king with reflective, evidence-based and boost the status approaches to develop and share 4. Develop RRI guidelines and tools to innovations in teaching, e.g. team-lear- and prestige of the enhance and inform teacher prepa- profession; ning and pair/peer teaching between ration and CPD, to communicate the pre- and in-service teachers and • Greater emphasis respect that Research and Innovation other stakeholders, blended learning, should be given to clos- should have for society; curriculum innovation, teachers as ing the research-prac- 5. Stimulate chambers of commerce, responsible innovators and educational tice gap, by embedding business and enterprise to work closely entrepreneurs; science education with career counselling to promote research findings into 4. Encourage schools and teacher teams career opportunities in and from to adopt explicit responsibility for teacher preparation, science; curriculum development, connecting student learning to creati- teaching and learning 6. Promote actions that support the vity, innovation, collaboration, cultural and assessment for involvement of enterprises in the diversity and economic sustainability. learning (AfL); design and implementation of CPD for all educational professionals, in order • Appropriate meth- to make their needs more transparent odologies should be and understandable. developed for teaching research ethics and 7. Promote collaborative learning and raising awareness of participatory research approaches for research integrity; educational professionals. • CPD should become a requirement and a right for all teachers throughout their teaching career. 32 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP 4 Objective Collaboration between formal, non-formal and informal educational providers, enterprise and civil society should be enhanced to ensure relevant and meaningful engagement of all societal actors with science and increase uptake of science studies and science-based careers and employability and competitiveness.

RECOMMENDATIONS AND ACTIONS Recommendations Indicative Actions EU Level Indicative Actions National Level • Encourage “open schooling” 1. Introduce support actions that engage 1. Promote the development of where: learners in meaningful real-life Innovation Hubs that link formal - Schools, in cooperation problem-solving situations, within and informal science education with with other stakeholders, education, workplace and other lear- business and enterprise, SMEs and become agents of commu- ning environments. civil society organisations, at municipal and regional level, in order to: nity well-being; 2. Encourage science studies and - Foster, share and apply science - Families are encouraged science-based careers by supporting cross-community networks of stake- and technology research to dif- to become real partners in ferent genres of enterprises, e.g. school life and activities; holders to directly address societal issues and challenges; start-ups, SMEs, corporations; - Professionals from enter- 3. Introduce mobility initiatives to sup- - Encourage mentoring across prise, civil and wider soci- different groups in order to take ety are actively involved in port placement of science teachers and science education students in full advantage of science and bringing real-life projects technology; into the classroom; enterprises or civil society organisations across Europe; - Facilitate mainstreaming of inno- • Promote partnerships 4. Support initiatives that adapt, innovate vations from key enabling tech- between teachers, students, and integrate CSR (Corporate Social nologies (KET) and fields such as innovators, researchers and Responsibility) and RRI (Responsible health education, climate change stakeholders in science-re- Research and Innovation) in science and environmental education; lated fields, in order to work education; on real-life challenges and 2. Support the co-creation of innovative innovations, including as- 5. Establish structured early-stage curricula, with defined learning sociated ethical and social researchers and student dialogues at outcomes involving teachers, issues; the European level to address global teacher educators, researchers and and societal challenges. representatives from enterprise and • Develop guidelines on how civil society; to integrate responsibility and responsiveness into 3. Support pilot projects which help formal, non-formal and develop the capacity for greater informal Science Education, school-family and school-enterprise following the principles synergies; of CSR (Corporate Social Responsibility) and RRI 4. Encourage industry-funded inno- (Responsible Research and vation to become part of the LLL Innovation); programmes. • Promote partnerships that foster networking, sharing and applying science and technology research findings amongst teachers, researchers and professionals across different enterprises (start-ups, SMEs, large corporations. 33

5 Objective Greater attention should be given to promoting Responsible Research and Innovation (RRI) and enhancing public understanding of scientific findings including the capabilities to discuss their benefits and consequences.

RECOMMENDATIONS AND ACTIONS Recommendations Indicative Actions EU Level Indicative Actions National Level • The link between 1. Support actions and projects which 1. Enhance training of science journalism scientists, researchers, adopt the following characteristics: and encourage greater cooperation science educators and - STEM/STEAM stakeholders and other with journalists’ associations for better the media should be users, should be involved from communication of science; strengthened to ensure the beginning, as co-producers of 2. Public authorities should ensure all more effective public knowledge; communication, in a science educators develop a deeper way that makes the - (Science) journalists and media awareness and responsibility for underlying issues and practitioners should be involved so promoting RRI and of the range of consequences under- as to enhance the dissemination of outcomes expected from science standable to citizens; relevant project results; education; • Science educators, at all - Direct work of Secondary and 3. In partnership with science commu- levels, have a respon- post-secondary science students nicators, develop a comprehensive sibility to embed social, with science researchers, science programme of activities to promote economic and ethical education researchers and science STEAM and RRI awareness, involving principles into their educators should be encouraged; science education, business and enter- teaching and learning prise, as well as research actors; in order to prepare 2. Initiate, support and promote RRI public 4. Actively involve STEAM stakeholders in students for active interest campaigns (e.g. “Young STEAM policy debates to help shape strategies citizenship Reporters”, “European City of Curiosity”) at national or local level; to encourage active engagement and • Publicly-funded science scientific understanding of all citizens; 5. Introduce training in science commu- education researchers nication for early stage researchers in have a responsibility to 3. Establish industry-science “open days” doctoral and post-doctoral pro- openly communicate, to encourage on-going communication grammes. share and disseminate between science education actors research outcomes with about global science challenges; wider society and to the 4. Stimulate scholarship on ethical dimen- international research sions of science education as the basis community; of academic exchange; • Citizens should be actively and directly involved in science research and innovation projects. 34 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP 6 Objective Emphasis should be placed on connecting innovation and science education strategies, at local, regional, national, European and international levels, taking into account societal needs and global developments.

RECOMMENDATIONS AND ACTIONS Recommendations Indicative Actions EU Level Indicative Actions National Level • Links between Responsible 1. Establish a single comprehensive 1. Introduce initiatives to support Research and Innovation European Repository of/for Science sustainable “communities of strategies at local, regional Education to bring together all EU learning” (at local, regional, national and national level should and national funded projects plus and European levels), to collaborate be strengthened and eval- other institutional, community and internationally and improve practice; uated in order to overcome industry resources to ensure the regional and other dispar- greatest impact on education and 2. Teacher induction and pre-ser- ities across Europe and to throughout society; vice preparation should ensure increase the innovation science educators are aware of capabilities of enterprise, 2. Support special initiatives targeted to their responsibility for preparing particularly SMEs; support and promote science teacher learners to be responsible and educator collaboration between innovative citizens; • Collaborating and sharing Europe and the rest of the world; knowledge of and about 3. Promote and link high-quality formal, science and science 3. Explore ways to translate and make non-formal and informal science communication, as well as RRI initiatives available in science and education opportunities, such as identifying solutions for science education across languages museums, science centres, festivals global societal challenges and cultures, while communicating its and competitions, to broaden partici- facing humankind, should impacts on reducing inequalities. pation and understanding of citizens of all ages; be actively pursued with 4. Expand initiatives that encourage international partners; science educators and students to col- 4. Expand international cooperation • Science education should laborate internationally to strengthen and development programmes benefit from an agreed set citizen awareness and understanding with emerging and developing of international guide- of global challenges and ability to countries to focus specifically on lines, evidence-based and work towards solutions. the grand challenges and enhance grounded on collaborative science education opportunities for and inclusive deliberations. wider publics. 35 36 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

6 Programme for Science Education Research

Over the last 25 years, the European Union has induction as well as long-term teacher pro- funded a remarkable number of research professional development initiatives, all focused jects and initiatives in the broad area of science on student learning and (d) active student and education.95 Research has involved a progressive family engagement; move towards more active participation by citizens directly in research projects and a realisa- • There is a diversity of educational system tion of the benefits of participatory approaches. structures and priorities within and between It has also revealed a growing understanding of EU member states, with different countries the importance of science education as a life- having different or similar strategies and long process and not something that occurs only outcomes. during compulsory schooling. There is the opportunity to create long-term Key lessons from this research are: added value through enhanced collaboration between science educators and other key actors • There are a wide range of interesting exam- across educational systems. ples of innovation in science education practices, many of which have been tried out in However, to ensure that the changes proposed classrooms or professional development pro- within this report meet the objectives, there is grammes and to a lesser extent in pre-service a need for on-going and further research and teacher education; evaluation. This research should ensure a sound basis for long-term decision-making. • Successful developments in science education are characterised and driven by, inter alia: Research projects should embody the princi- (a) collaborations between school-teachers ples of Responsible Research and Innovation; and external agents such as higher education they should focus on both the intended and un- institutions (HEIs), academies of science, re- intended outcomes from the changes and how search laboratories, business and community these might relate to the local and wider con- groups, various informal science-promoting texts. Impacts can be long term, with seemingly actors e.g. science museums, enterprise and minor events having important consequences civil and society organisations etc., (b) co- for science learning and involvement.96 Such operation when designing teaching-learning work would include not only the science consequences and ICT-enhanced learning envi- tent currently assessed in programmes, such as ronments, (c) robust teacher preparation and PISA, but wider outcomes such as the effects of 37

participation and uptake of further science education and in science throughout society and enterprise and science-based decision-making and Responsible Research and Innovation actions.

The Programme for Science Education Re- search identifies broad research areas, aligned with the six high-level objectives of the Frame- work for Science Education for Responsible Citi- zenship and Europe 2020 objectives for a “smart, inclusive and sustainable society”.

The first heading addresses research questions that refer to “smart” science education: how to improve scientific knowledge or competence in order to promote citizenship growth. The second heading deals with “inclusive” science education: how to engage more citizens, more schools universities and civil society organisations in science education matters? The third heading deals with the “sustainable” aspects of science education: how to support science education throughout life-long learning.

To support decision-making, the research questions are presented in order of priority and potential impact and benefit is identified. 38 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

THE PROGRAMME FOR SCIENCE EDUCATION RESEARCH 1 Objective Science education should be an essential component of a learning continuum for all, from pre-school to active engaged citizenship. Potential impact and benefit Improved long-term understanding of science learning, the roles of the learner, with better-informed citizens engaging with the grand challenges. EUROPE 2020 OBJECTIVES Smart Inclusive Sustainable Students’ self-regulated Assessment for learning: Longitudinal studies on educa- learning: How to develop diverse What is the influence of formative tional innovations: How to assess teaching approaches and methods assessment on the effectiveness the mid and long term impacts of that have the potential to support and responsiveness of teaching teaching-learning innovations, espe- students’ self-regulated learning? and learning as well as on the cially with regard to the develop- What is the role of a combination inclusiveness of learning? What are ment of the scientific competences of investigation, direct methods and the impacts of different innovative for all, throughout the lifespan from formative assessment on a range of teachers’ strategies to address the early childhood to adulthood? outcomes, including motivation for diversity of students In a classroom? From education to employability: learning? Science education for all How to improve the transversal Learning scientific concepts, talents: How to make better use competences (e.g. ethical awareness principles or theories: How to of evidence of learning outcomes and behaviour, persistence, critical promote more robust understanding (knowledge, competences and atti- thinking skills, autonomy, collabo- of the big ideas of science that are tudes) to attain cumulative progress ration etc.) of science students at necessary for engaging in innovation on effective teaching methods? How all levels in order to ease transition and informed active citizenship? How to improve the participation and from education to employment and to design research-based learning inclusion of all individuals, of all throughout working life? progressions for science topics in talents, in science learning in diverse relation to RRI (such as biotechno- contexts (addressing socio-economic logy, alternative energy and fuels, and gender inequities)? nanotechnology, etc.)?

2 Objective Science education should focus on competences with an emphasis on learning through science and shifting from STEM to STEAM by linking science with other subjects and disciplines. Potential impact and benefit Ensured scientific and transversal competencies as well as digital literacy for all. Improved employability and informed citizenship. EUROPE 2020 OBJECTIVES Smart Inclusive Sustainable STEAM courses: How to Scientific competences: How to develop Systemic changes: How to enhance the relevance and and validate teaching and education stra- implement innovative approaches quality of science learning tegies aiming to improve competences systematically in the medium and through interdisciplinary for science literacy and transversal com- long term? What factors make connections in science learning? petences through science for all people, innovations sustainable? Using ICT: How to make effec- from pre-school to further and higher School management: What is the tive use of ICT tools in scientific education, vocational and lifelong learning role of team learning by science experimentation, as well as in both formal and informal settings. teachers and education professio- modelling, understanding and Inclusive Digital Literacy: What are the nals in promoting and maintaining analysing phenomena? rules and criteria for efficient and ethical innovation and sustainability? use of ICT to support improved quality science teaching and learning for all? How can ICT be used to support RRI and the development of competences for science literacy and through science learning? 39 3 Objective The quality of teaching, from induction, through pre-service preparation and in-service professional development, should be enhanced to improve the depth and quality of learning outcomes. Potential impact and benefit Bridging gaps between science education and teacher education research, teacher preparation, teaching practices and learning. EUROPE 2020 OBJECTIVES Smart Inclusive Sustainable Education of science teachers Effective strategies to enhance Evaluation of science teaching and education professionals: motivation for science learning: and educator development How to use evidence to simulta- How to support science teachers, programmes: What are the main neously promote better unders- educational professionals and quality criteria for evaluating formal tanding of scientific content and learners to promote and monitor and informal approaches to educa- effective teaching practices? What integration of effective motivation tor development? How to integrate strategies are available to make strategies for all learners in science quality evaluation methods into initial and continuing education of education? How does motivation for educator development, support and teachers and other education pro- science learning impact on percep- participant research systems? fessionals more research based? tions of science and participation in Project and Programme eva- Pre-service science teacher edu- civil society and RRI? luation: How to develop more cation: How to improve the quality School and university connec- comprehensive methods for impact of science teacher preparation and tions: How to promote closer assessment that emphasize quality connect it more effectively to school collaborations between educatio- of engagement of all learners and teaching practice? nal institutions at different levels stakeholders in evaluation and in making science more engaging assessment of impacts? and in making science careers more attractive?

4 Objective Collaboration between formal, non-formal and informal educational providers, enterprise and civil society should be enhanced to ensure relevant and meaningful engagement of all societal actors with science and increase uptake of science studies and science-based careers. Potential impact and benefit: Better understandings of the effects of collaboration between science education providers, civil society and enterprise. EUROPE 2020 OBJECTIVES Smart Inclusive Sustainable Teacher team learning in Collaborative research: How to Education of science teacher context: How does the context, engage students, parents, resear- educators: What are the factors both people and resources, enhance chers, educators and enterprise that contribute to the effectiveness science teacher and educator within joint research projects about of the education and training of collaborative learning and practice learning innovations (particularly teacher educators, school managers, that lead to quality outcomes for assessment and regulation of lear- inspectors, pedagogical advisors, responsible citizenship? ning in science education) explicitly career advisors and other educatio- Pursuing excellence: How to connected to improving learning nal personnel? design and evaluate collaborative outcomes for all? What are the chal- Building communities: What settings and processes that support lenges and appropriate conditions are the characteristic features of appreciation of all talents and required to support collaboration co-created CPD and lifelong learning concerted pursuit of excellence in between educational providers, programmes that effectively pro- both learning process and learning enterprise and civil society? mote the development of communi- outcomes for all citizens? Participatory approaches: What ties of practice, involving a range of Analysing synergies: What are the effects of participatory stakeholders, for inquiry approaches kinds of synergies can be created approaches to assessment, regula- to science teaching and learning? between formal, non-formal and tion of learning and development of informal science education acti- indicators of educational quality? vities, enterprise and civil society organisations? How are powerful learning practices transferred between different sectors? 40 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP 5 Objective Greater attention should be given to promoting Responsible Research and Innovation (RRI) and enhancing public understanding of scientific findings and the capabilities to discuss their benefits and consequences. Potential impact and benefit Development of a culture of responsibility, responsiveness, innovation and broad participation in all aspects of science, science education and science communication. EUROPE 2020 OBJECTIVES Smart Inclusive Sustainable RRI in Science Education: How to Formal and informal lear- Learning communities: What conceptualize Responsible Research ning: What are the benefits for participatory approaches to the and Innovation in science education under-represented groups of design, implementation and in diverse contexts? How to bridge different forms of cooperation and dissemination of science education the gap between science education collaboration between science research programs lead to the research results, the educational educators from formal, non-formal development of sustainable lifelong practices and the varied perceptions and informal sectors, including learning communities? What factors of parents, learners, employers and media professionals, artists and sustain informal science education the media? community workers? such as recycling groups, gardening Ambassador systems: How Innovative Science Communi- clubs, patient support groups and ambassador systems implemented cation: How to promote synergies workplace learning? by different European member between researchers, media Responsible Science Education: states support civil society bodies professionals and artists in order What are the critical features and (industry, museums, science centres, to create new inclusive approaches challenges for responsible and res- media, artists, parental associations, and formats for communica- ponsive provisions of science educa- teacher and head-teacher unions) to ting widely accessible scientific tion and science communication? promote STEAM education, citizen research outputs? engagement and employability? 6 Objective Emphasis should be placed on connecting innovation and science education strategies, at local, regional, national, European and international levels, taking into account societal needs and global developments. Potential impact and benefit More coherent and sustainable policies and practices for connecting science education with RRI. EUROPE 2020 OBJECTIVES Smart Inclusive Sustainable Mainstreaming successful Longer term and longitudinal Disseminating within and projects: How to develop efficient, studies: How can we evaluate the beyond Europe: How can science effective, relevant and sustai- effectiveness of funded initiatives education research outcomes be nable strategies in mainstreaming and projects in order to ensure made more widely available to successful science education project sustainability, demonstrated impact other countries and language groups outcomes for responsible innova- and benefit for all? within Europe and beyond, through tion? Indicators of quality: What are exchange and mutual learning Monitoring: What are meaningful meaningful indicators for res- activities? How can these processes indicators for monitoring the impact ponsible, smart and inclusive science support developing countries outside of science education on the innova- education? Europe to exchange and transfer tion system? How to ensure better expertise? access and use of resources that Mobility of educators: How to use have been developed by science intended and unintended outcomes education projects as well as their of STEAM educator mobility and contribution to perceptions of RRI? international collaboration for developing RRI? 41 42 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

Interesting Practices 7 Promoting Responsible Science Education

There is a very wide range of interesting, con- in pre-service and professional development temporary examples of science education prac- programmes, with enterprise, industry and mu- tices, from across Europe and around the world, nicipalities and in other formal, non-formal and which can provide ideas for new initiatives to be informal educational settings. Many of these adopted from local to European level. examples have been mainstreamed; some have been formally evaluated. Some are large initia- Two sets of examples have been chosen to in- tives while others are small. All examples show, spire teachers and teacher educators and train- that with creativity and motivation and through ers, enterprise and industry, social organisa- collaboration, responsible science education can tions and policy-makers to promote responsible be enhanced to the benefit of citizens of all ages. science education. Each example is aligned to the six high-level ob- The first set provides examples from EU FP7 jectives of the Framework for Science Education projects. for Responsible Citizenship, with reference to sections 4.1-4.6 above. The second set includes a wide range of initiatives that have been tried out in schools, classrooms, 43

Examples from some FP7 Projects PATHWAY Germany and partners Objective 4.1, 4.2, 4.3, 4.4

Target population Description What makes the practice interesting 6 – 18 years students, Various science education stakeholders The description of each practice focuses on teachers, teacher aim to promote use of IBSE in primary how each of those practices relates to one of trainers, CPD providers, and secondary schools by describing ten underpinning principles of IBSE and to the Policy makers, Resear- Best Practices in IBSE: School based 13 key competencies for science teachers. chers IBSE , School – Science Centre/ Museum Collaboration, School – Research Centre Collaboration and Effective Pre-service Teacher education and CPD.

http://www.pathway-project.eu/ SCIENTIX Belgium Objective 4.1, 4.2, 4.3, 4.4, 4.5, 4.6

Target population Description What makes the practice interesting Primary and secon- It supports a Europe-wide collaboration The network of the Scientix ambassadors is dary STEM teachers, among STEM stakeholders. An online operational to support teachers and schools educators, resear- portal was built (2009-2012), to collect implementing STEM. The National Contact chers, policy-makers, and present European STEM education Points (NCPs), aim to reach out to national industry, CSO, other projects. It organised teacher workshops teacher communities and contribute to the STEM professionals and two European Conferences. From development of national strategies for wider 2013 – 2015 Scientix expanded to the uptake of inquiry-based and other innovative national level, setting up NCPs (National approaches to science and maths education. Contact Points) and involve STEM teachers as Scientix ambassadors.

http://www.scientix.eu/web/guest 44 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

INGENIOUS Belgium and partners Objective 4.1, 4.3, 4.4, 4.5

Target population Description What makes the practice interesting 6 – 18 years students, It focuses on school-industry cooperation It is (i) developing an analysis of existing teachers, teacher to promote STEM education and careers. initiatives in school-industry cooperation in trainers, CPD providers, It aims to reinforce young Europeans’ Europe; and (ii) through teachers as Inge- Policy makers, Resear- interest in science education and careers nious Ambassadors it is testing innovative chers and thus address anticipated future skills approaches to stimulate school industry gaps within the European Union. A data- cooperation. It is creating a major learning base of interesting practices is available. community of practitioners.

http://www.ingenious-science.eu/web/guest/about FIBONACCI France and partners Objective 4.1, 4.2, 4.3, 4.4, 4.5, 4.6

Target population Description What makes the practice interesting Primary and secondary In large scale dissemination, institutions It produced a blueprint for a transfer metho- teachers, educators, with high expertise in IBSME worked with dology valid for a larger dissemina tion in CPD providers, other other institutions to develop IBSME. It Europe. The project lasted 38 months. 60 STEM stakeholders developed a wealth of pedagogical mate- tertiary education institutions throughout rials, CPD, peer learning visits, seminars Europe were involved, reaching some 7,000 and conferences. teachers and over 300,000 students. Several countries developed IBSE CPD centres such as Italy with the SID centres etc.

http://www.fibonacci-project.eu/ Italy SID project: http://www.anisn.it/scientiam.php

SiS-CATALYST United Kingdom and partners Objective 4.1, 4.3, 4.4, 4.5, 4.6

Target population Description What makes the practice interesting Children (7-14) The focus is on the children least likely to The project has developed ethical guidelines, progress to higher education. The objectives practical guides and self-evaluation tools to are: to learn and share knowledge about help institutions to assess their progress. It the different models of enabling children has set up a mentoring programme for new- to aspire and progress to higher education, comers and offered internships for students to specifically by their engagement with engage in SiS activities. A website, workshops science and secondly, to consider how this and case studies of successful interactions practice can have an impact on policies at between children and H.E. highlight the poten- institutional, national and European levels. tial of the SiS Catalyst approach.

http://www.siscatalyst.eu/ 45

INQUIRE BOTANY United Kingdom and partners Objective 4.1, 4.3, 4.4

Target population Description What makes the practice interesting Primary and secondary The aim is to act as catalyst, training The content of the courses focus on teachers, educators and supporting teachers and educators biodiversity loss and climate change, two to develop their proficiency in IBSE and major global issues of the 21st century. The become reflective practitioners. The INQUIRE website supports the project through partners have each developed a 60 hour disseminating information and resources and IBSE teacher training course. The INQUIRE promoting dialogue between partners and courses are inspirational and are training teachers. hundreds of teachers and educators and reach thousands of children.

http://www.inquirebotany.org/en/about.html#sthash.XrlwhlZb.dpuf PRIMAS Germany and partners Objective 4.1, 4.2, 4.3

Target population Description What makes the practice interesting Primary and secondary The aim is to promote the implementa- PRIMAS has worked with stakeholders teachers, educators tion and use of IBSME. It has developed such as policymakers, school leaders and materials for the class and for CPD. It has parents to create a supportive environment run CPD and has supported professional for inquiry-based learning. Formative and networks. The ultimate objective is that summative evaluations were made. The many more pupils have a more positive MASCIL project continues working in the disposition towards the further study spirit of PRIMAS. of these subjects and the desire to be employed in related fields.

http://www.primas-project.eu/en/index.do VOICES Belgium and partners Objective 4.1, 4.4, 4.5

Target population Description What makes the practice interesting All stakeholders and VOICES (Views, Opinions and Ideas VOICES devised a specialised yet flexible citizens interested in of Citizens in Europe on Science) is a methodology, using 100 three-hour focus research ground-breaking consultation, using the groups in order to engage citizens and gather opinions of 1000 people from across 27 their opinions and ideas about research and EU countries to shape the future of Euro- innovation. The consultations were run by pean research. According to the principles science centres and museums, as the natural of Responsible Research and Innovation, interface between science and society. European research must do more to adapt to the needs of citizens.

http://www.voicesforinnovation.eu/ 46 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP Interesting Practices Promoting Responsible Science Education, from across Europe and around the world

PROJECTS FOR SPECIFIC GROUPS AND LEVELS SCIENCE IN THE KINDERGARTEN Cyprus Objective 4.1, 4.3

Target population Description What makes the practice interesting Kindergarten Initiative for kindergarten teachers Focused on kindergarten and lower primary (3-6 years) comprising a set of curriculum materials school teachers, who are trained and super- Lower Primary for designing early childhood science acti- vised when implementing it. Resources deve- School (6-8 years) vities and 35 lessons, CPD to support the loped are integrated in pre-service teacher resource packet and a website with new education in Cypriot and Greek universities. lessons, examples of children’s work.

http://lsg.ucy.ac.cy/other/nepiagogeio IKAMVAYOUTH South Africa Objective 4.1, 4.2, 4.5

Target population Description What makes the practice interesting 8-12 years The challenge is to increase possibilities Volunteer tutors, 77 % of who are ex- of employment for disadvantaged young students who are repaying the support they people, giving them skills to continue their previously received, work with 5 youngsters. education and enter the labour market Classes in digital literacy and eLearning and and inspire them so that on their own and workshops on career guidance, media, Image with the help of others they can get out and expression and health and life skills. of poverty. Offers free after-school tutorial Students participate in activities spanning support to youngsters who attend volunta- scientific experiments to photography rily 3 times a week. There are no academic workshops, with trips to museums or famous requirements for participation but students places. must attend at least 75 % of sessions to retain their place on the programme.

http://ikamvanitezone.org LUKA’S LAND OF DISCOVERY Germany Objective 4.1, 4.4

Target population Description What makes the practice interesting 5-13 years This refers to a German education initiative The initiative deals with experiments in the field of photonics. In the frame of this linking the field of photonics to the school initiative a series of experiment books was curriculum. Many innovative technolo- published as teaching material for schools to gies and applications are addressed and attract children to light and light-based tech- students experiment with them. As an nologies. These experiments were presented outcome experiment books have been to school classes and children at several published in German. conferences, exhibitions and in museums within the past years.

http://www.photonik-campus.de/schulexperimente/primarstufe-sek-i-lukas-experimente/ 47

HANDISCIENCE INS HEA Institut d’Enseignement Supérieur et de Recherche, France Objective 4.1, 4.3, 4.5

Target population Description What makes the practice interesting Primary and secondary Focuses on helping SEN (Special Educa- Organises different events and CPD activities school children with tion Needs) teachers working with child- to support objectives; has also developed a various abilities ren of various abilities to set up STEM database of pictures and videos illustrating projects. Creates a learning community various pedagogical projects developed. by sharing expertise and stimulating joint development of new projects.

http://handisciences.inshea.fr ALTERNATE EDUCATION FOR RURAL DEVELOPMENT Peru Objective 4.1

Target population Description What makes the practice interesting Secondary education An innovative programme for young Includes: people from rural communities who 1) adaptation of school curricula to rural usually leave secondary school early. environment, Recognized by the Peruvian government 2) recruitment and training of rural teachers, as a successful learning model for rural 3) involvement of parents in school manage- areas. It aims to create permanent ment and teacher training and interaction between social and professio- 4) accessible facilities and infrastructure. nal development and school life in which Methodology has been successfully used students alternate between home and since 2002 and is now implemented in 40 school for two-week periods. It has a very alternate rural schools in 11 Peruvian regions. strong STEM focus. Nominated for the WISE awards.

http://www.wise-qatar.org/alternate-education-rural-development-peru-spain SCIENCE FOR MUMS Australia National University (ANU), Australia Objective 4.1, 4.4

Target population Description What makes the practice interesting Mothers of 20 mothers of children learn about Gives mothers an active role to support the 7-9 years fundamentals in science in a fun and science their children (7-9 years) learn at relaxed environment to feel confident school. helping their children. It is often their first exposure to formal science.

http://cpas.anu.edu.au/study/short-courses/science-communication-mums 48 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

COOPERATION SCHOOLS, (SCIENCE) MUSEUMS AND INTER-ACTIVE (SCIENCE) SCIENCE CENTRES SCIENCE GALLERY Dublin, Ireland Objective 4.4

Target population Description What makes the practice interesting Primary, secondary, Unique interactive museum creatively The aim is to open science to a wider public tertiary and adults exhibiting “white-hot scientific issues” at through innovative events and exhibitions. It the interface between science, technology has been an outstanding success and is now and art. being franchised in other jurisdictions.

http://dublin.sciencegallery.com SETAC: Science Education As a Tool for Active Citizenship Italy Objective 4.4, 4.5

Target population Description What makes the practice interesting Teachers, primary Science education as a tool to develop It considers museums and science centres and secondary pupils, active citizens in the knowledge society. as key resources. It aims at developing museum educators/ It is developed by formal and informal creative content, raising awareness of the explainers science education organizations working role of science in contemporary society and on: new pedagogy for science education, stimulating dialogue about science with teaching resources and guidelines for young people. quality science education.

http://www.museoscienza.org/setac PLACES PROJECT Wide range of cities Objective 4.1, 4.4, 4.5, 4.6

Target population Description What makes the practice interesting All age groups Creates City Partnerships between science Focuses on: environmental sustainability, communication institutions and local policy ageing populations, healthcare, social secu- makers and aims to stimulate interaction rity, drinking water, agriculture, biodiversity, between science, politics and citizens, transportation, clean energy, education through networking opportunities: works- policies and innovation for economic growth. hops, annual conferences and the online Activities contribute greatly to promoting RRI. PLACES OPEN platform. Aims to establish the European City of Scientific Culture.

http://www.ecsite.eu/activities_and_resources/projects/places WISSENSCHAFT IM DIALOG Germany Objective 4.1, 4.4, 4.5, 4.6

Target population Description What makes the practice interesting Learners of all ages Centre for science communication Stimulates discussions between schoolchildren, organises exhibitions, science fairs and students, adults and scientist through exhibi- symposia through which it promotes tions, film festivals, science shows or Science discussion and the exchange of ideas sur- Nights. It encourages debate with researchers rounding research. It encourages dialogue so that all learn from one another and wants to between those who carry out research create understanding and trust, stimulate curio- and those who profit from its results and sity and generate a fascination for research - in maintain it. It promotes RRI. children, young people and adults.

http://www.wissenschaft-im-dialog.de 49

STEM EDUCATION AND ENTREPRENEURSHIP EDUCATION OR INNOVATION /RESEARCH ACTIVITIES SCIENCE ENTERPRISE INITIATIVE Europe Objective 4.2

Target population Description What makes the practice interesting Upper secondary Simulation of a small business developed Students apply knowledge, competences school by JA-YE Europe, with support of ARAMCO and skills learned at school and develop new Cy. It aims to motivate 15-18 year-old skills: entrepreneurship, teamwork, leadership, students to consider STEM careers and presenting, planning and financial control as develop entrepreneurship skills. they take responsibility for their company. A strong focus on STEM and entrepreneurship.

WONDERFUL WORLD OF WATERCRESS University of Winchester, England Objective 4.3, 4.4

Target population Description What makes the practice interesting Primary school Cooperation between 4th year pre-service Resource pack supports development of children teacher education students and SMEs, In primary school children’s scientific unders- cooperation with the Vitacress conservation tanding based upon watercress farming Trust (a SME), a science resource booklet for and relationship to the environment in primary school children has been developed Hampshire. It is based upon clearly identified based upon watercress farming and the needs established through communication river eco-system. Students are introduced to between SMEs and local schools. business, watercress farming methods and associated environmental initiatives.

http://www.vitacress-conservation.org/educational-resource-pack ME & MY CITY PROJECT Finland Objective 4.2, 4.4

Target population Description What makes the practice interesting 6th grade students Module on society, working life and entrepre- Pupils apply knowledge, competences and neurship conducted in a learning environ- skills learned in classroom in a real company ment which hosts at least 15 companies environment cooperating with STEM profes- and public services. Pupils work in a professionals. Several cities/regions have adopted sion, earn a salary and act as consumers. the concept with local stakeholders involved.

http://yrityskyla.fi/en QUANTUM SPIN-OFF: Connecting Schools with High-Tech Research and Entrepreneurship Belgium Objective 4.2, 4.4, 4.5

Target population Description What makes the practice interesting Upper secondary Science teachers and pupils are in contact Direct contact with research and entre- school students and with research and entrepreneurs in nano- preneurship in high-tech. Aims to educate their teachers technology and quantum physics. Pupils’ scientifically literate European citizens and teams do research, make business plans inspire young people to choose STEM careers. and implement a scientific paper with Shows students how innovative ideas lead to researchers and entrepreneurs. applications in real life.

http://www.quantumspinoff.eu 50 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

THIS WORKS! TECHNOLOGY COMPETITION Federation of Finnish Technology Industries (FTTI), Finland Objective 4.2, 4.3, 4.4

Target population Description What makes the practice interesting Primary and secondary Regional and national competition ena- Innovation and entrepreneurial skills and school pupils (from 1st bling teachers to promote innovation and attitudes are promoted by suitable tea- to 6th grade) and their entrepreneurial skills and attitudes as a ching/learning methods. Evaluation shows teachers part of the curriculum to promote STEM increased enthusiasm of pupils and teachers careers. Pupils work in teams developing a in STEM, innovation activities and co-opera- moving toy using simple materials. tion with external partners.

http://www.tamatoimii.fi http://www.teknologiateollisuus.fi/openet/ajankohtaista/tama-toimii--teknologiakilpailun-2014-voittajaryhmat- vilppulasta-tikkalasta-ja-espoosta PHOTONICS EXPLORER KIT EXCITE YOUTH FOR SCIENCE, ENGINEERING AND TECHNOLOGY(EYEST) International Objective 4.3, 4.4, 4.5

Target population Description What makes the practice interesting 12-18 years An intra-curricular “educational” kit for Kits are sponsored by industry, governmental secondary schools, developed by an inter- and educational authorities or founda- national team of teachers and experts to tions. EYEST is responsible for fundraising, fit into diverse educational systems and assembly and distribution; raises interest of teacher cultures. It equips teachers with youngsters for STEM by supporting teachers a set of experimental materials within to convey the fascination of STEM to pupils a didactic framework; given to teachers and students to prepare the next generation free of charge but only in conjunction of engineers and scientists. with teacher training courses. Available in 8 EU languages.

http://www.eyest.eu/Programs/Photonics-Explorer MERA Cyprus Pedagogical Institute, Cyprus Objective 4.2, 4.5

Target population Description What makes the practice interesting Primary School, Middle Competition aimed at participation of pupils Competition encourages young people to School and High and teachers in research projects. They indi- follow research careers. It is an effort to School cate their research aims, methodology etc. attain early engagement with research Selected projects receive an induction pro- activities as a means of gaining authentic gramme. They are supported by a research experience and highlighting their educational expert throughout the school year. value to the community.

http://ec.europa.eu/research/conferences/2005/forum2005/showcase_mera_en.htm 51

DEMOLA CENTRES Finland and International Objective 4.1, 4.2, 4.4

Target population Description What makes the practice interesting Post-secondary Offers university students an opportunity Open innovation model is designed and students to add real-life experience in their STEM co-created with partners. It offers ways and career studies. They work on projects with practices for collaboration between students, a multidisciplinary, international team to universities and business partners. For com- solve real-life cases together with companies or other organizations, it offers access panies. It is part of the degree program. to young talents.

www.demola.fi THE WORLD AT YOUR FEET! Belgium Objective 4.1, 4.5

Target population Description What makes the practice interesting Upper secondary Enhances cross-curricular competences in Innovative way to make young people think schools (16-18 years) the Flemish education system. It aims at about their contribution to society and the stimulating students to choose STEM studies role of science, technology and business in at university level, with a particular focus our globalized world with a focus on ethical on encouraging girls especially to pursue issues. careers as civil engineers.

http://www.ingenious-science.eu/web/guest/practices/gallery?practiceId=360

GENDER ISSUES : WOMEN IN SCIENCE ATHENA SWAN United Kingdom Objective 4.1, 4.4

Target population Description What makes the practice interesting Women careers in National scheme to promote women’s Gives universities and departments the space STEM careers in STEM. Universities promote the to reflect on and celebrate, current organi- Athena SWAN Charter. There are over 90 sational and cultural practices that promote member institutions. gender equality in STEM. It offers a valuable framework for introducing cultural changes to create better working environment for both men and women.

http://www.ecu.ac.uk/equality-charter-marks/athena-swan WOMEN IN TECH (WIT) Finland Objective 4.1, 4.4

Target population Description What makes the practice interesting Students in upper Organised by women leaders in technology Led by committed women leaders and in- secondary and higher companies to encourage those interested volves variety of stakeholders from different education – particu- in the future of business and technology. sectors of society. Student unions organise larly girls, women and Activities aim to discuss how women can activities and events for upper secondary men in technology have a larger role in creating success stories schools girls together with companies. based professions in business and technology.

http://www.mytech.fi/women-in-tech 52 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

RAILSGIRLS Finland Objective 4.1, 4.2

Target population Description What makes the practice interesting Girls and women, Gives tools and creates a community Workshops have demonstrated that the way especially girls and for women to make technology more learning and teaching takes place plays a women at university approachable. It is a global, non-profit major role in motivating students for STEM and in upper secon- volunteer community organising works- and in improving the learning outcomes in dary education hops for girls. software programming (and STEM in general).

http://www.railsgirls.com GIRLS WHO CODE USA Objective 4.1, 4.4, 4.5

Target population Description What makes the practice interesting Primary and secondary Works to inspire, educate and equip girls Has developed a new model for computer girls with the computing skills to pursue 21st science education, pairing intensive ins- century opportunities. Objective is to reach truction in robotics, web design and mobile gender parity in computing fields by ensu- development with high-touch mentorship ring economic prosperity of women, families and exposure led by industry’s top female and communities across the globe and engineers and entrepreneurs. equip female citizens with 21st century tools for innovation and social change.

http://girlswhocode.com/about-us GIRLS GO TECH BRIDGE (GGT) USA Objective 4.1, 4.2, 4.4

Target population Description What makes the practice interesting 11-18 years girls A nationwide program to spark interest Training/support offered to Leader Guides in STEM with girls, offers STEM activities designed for users with little to no STEM to Girl Scout Councils. Significant is the background, training videos and take-home programs-in-a-box offering engaging resources. Studies show a significant impact hands-on projects and career exploration on girls’ interest in STEM careers. activities for girls. Meeting role models is part of experience.

http://techbridgegirls.org/index.php?id=4 53

TUTORS, MENTORS, BUDDIES OR ROLE MODELS ASTEP ACCOMPAGNEMENT EN SCIENCE ET TECHNOLOGIE À L’ECOLE PRIMAIRE (Support in Science and Technology in the Primary School) France Objective 4.2, 4.4

Target population Description What makes the practice interesting Primary school Higher Education students in STEM Teachers getting support grow more teachers and Higher studies assist primary school teachers confident in science teaching. Support is education students in organising and implementing science beneficial to children as they get better lessons. They do not replace the teacher STEM teaching and information about but support him/her in science and STEM careers and research. The HE technology aspects so that the latter can students acquire communication skills. grow more confident in STEM teaching. Example of active citizenship/societal Both teachers and students are trained engineering with ECTS credits. separately and together.

http://www.fondation-lamap.org/sites/default/files/upload/media/minisites/astep/PDF/guide_fr.pdf INTIZE PROJECT Chalmers and Göteborg Universities, Sweden Objective 4.1, 4.2, 4.4

Target population Description What makes the practice interesting Primary and secondary Students offer disadvantaged pupils Innovative system of mentors involves students free private tutoring in maths during university students as role models for secondary school. 300 pupils meet secondary students. Integrated into higher their mentors (responsible for 4 pupils education subject “Societal engineering” each) weekly. with ECTS credits.

http://www.intize.org/jobba-hos-oss MEDICS IN THE PRIMARY SCHOOL (MIPS): A SENTINUS ACTIVITY Northern Ireland, United Kingdom Objective 4.4, 4.6

Target population Description What makes the practice interesting Primary school pupils Activity to develop communication skills. Useful materials are available: a MIPS Medical students Students have a placement one after- Teaching and Learning Guide associated noon a week for ten weeks delivering activity sheets and a lesson plan outline. a short science and health education Shows how schools can cooperate with programme to students. hospitals to the benefit of STEM education and STEM (medical) careers. Beneficial to pupils and students.

http://www.sentinus.co.uk/product.php?id=35 54 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

MATTE CENTRUM Sweden, Denmark Objective 4.1, 4.4

Target population Description What makes the practice interesting Mainly secondary Monthly tutors in maths (for free) Creating social change by helping those school pupils, most of around 70,000 young people in maths in who cannot afford to buy private tutoring them socio-economi- 19 cities in Sweden and Denmark using for maths. 35 % of young people are from cally disadvantaged 300 voluntary workers or providing sup- immigrant backgrounds making it a very port online in Swedish and English with interesting integration project. video lessons, forums, theory, etc.

http://www.mattecentrum.se in Swedish: http://www.matteboken.se in English: http://www.mathplanet.com SCIENCE CAREER LADDER New York Hall of Science (NYSCI), New York, USA Objective 4.2, 4.4

Target population Description What makes the practice interesting Students from 16-22 High school and college students par- Motivates the SCL students for STEM years working with ticipate in mentoring, CPD and career careers and enhances their acquisition of younger children activities. Science Career Ladder (SCL) soft skills. It has an impact on the careers students, called “explainers” explain of the young people who benefit from the exhibits, perform demonstrations, interaction and opens their horizons to support educational workshops and act new careers and professions. as role models.

http://nysci.org/projects-main/explainers-folio/ TECHNOLOGY EDUCATION AND LITERACY IN SCHOOLS (TEALS) USA Objective 4.3, 4.4

Target population Description What makes the practice interesting Volunteer Teachers TEALS is a grassroots program that TEALS works with committed partner recruits, trains, mentors and places schools and classroom teachers to even- volunteer high tech professionals from tually hand over the Computer Science across the country who are passionate (CS) courses to the classroom teachers. about computer science education into The school will then be able to maintain high school classes. They team teach and grow a sustainable CS program on as volunteer teachers where the school their own. district is unable to meet their students’ computer science (CS) needs on its own.

http://www.tealsk12.org/ 55

SCHOOL – INDUSTRY - RESEARCH COOPERATION INDUSTRY INITIATIVES FOR SCIENCE AND MATH EDUCATION (IISME) San Francisco, USA Objective 4.3, 4.4

Target population Description What makes the practice interesting Primary, Secondary Consortium of companies, research One initiative (Summer Work Experience and SCHE (community labs and government providing summer Programmes for Teachers [SWEPTs]), college) teachers, fellowships for workplaces with support places teachers into high-performance Students 6-20 years for the teacher. Efforts are made to pro- work sites for the summer. They work full- mote transfer of what has been learned time for 8 weeks, complete a project for to the classrooms. their hosts and are paid. Teachers spend 10 % of time transferring their experience to their students and colleagues.

http://iisme.org ROBOTICS LEGO LEAGUE Galway Education Centre, Ireland Objective 4.3, 4.4

Target population Description What makes the practice interesting Young Students Introduces students to real-world Teams are guided by their imaginations engineering challenges by building and adult coaches, discover exciting career LEGO-based robots to complete tasks possibilities and, through the process, learn on a thematic playing surface. to make positive contributions to society. Industrial support is an important aspect.

http://www.roboticsireland.com/resources TALENT FACTORY @ DESY Germany Objective 4.1, 4.2, 4.4

Target population Description What makes the practice interesting 14+ DESY is one of the world’s leading acce- DESY offers school girls and boys the lerator centres that has hands-on school opportunity to carry out training courses labs “physik.begreifen” at Hamburg and in its technical workshops and research Zeuthen and invites pupils to fascinating groups. It brings in direct contact students experiment days. Both centres also offer with researchers lab personnel and a visit programme for school classes and introduces them to the world of frontier participate in nationwide events like “Girls’ science. Day”. Pupils with a curiosity for physics will find the opportunity to discuss a variety of topics at the Science Café DESY.

http://www.desy.de/information__services/education/index_eng.html 56 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

JET-NET YOUTH AND TECHNOLOGY NETWORK Netherlands Objective 4.1, 4.4

Target population Description What makes the practice interesting Upper secondary Leading technology companies and Believes that experiencing technology is schools secondary schools facilitate students to the best way to promote it. It advocates experience technology that is challen- “learning by doing” because every activity ging, meaningful and socially relevant contains an interactive or executive compo- through an educational environment for nent. Girls work with female professionals the science curriculum. Guest lessons, for primary/secondary education. workshops etc. show students how they can find varied, interesting STEM jobs.

Jet-Net: http://www.jet-net.nl/english Girlsday: http://www.vhto.nl/projecten/girlsday/ FUTURE IN FOOD PROGRAMME Scotland, United Kingdom Objective 4.4

Target population Description What makes the practice interesting Primary lower and Scottish Food and Drink Federation helps Creates valuable educational partnerships upper secondary teachers, pupils and parents understand and collective approaches supporting school (also VET) the sector. It highlights various careers national Curriculum for Excellence. Pupils and explores routes to access them. It gain better understanding of production focuses on maths, sciences, IT, technolo- and processing of food and practical skills gy, home economics etc. and encourages via real life experiences and active enga- cross curricular activities. gement with industry.

https://www.sfdf.org.uk/sfdf/schools_programme ENTHUSE United Kingdom Objective 4.3, 4.4

Target population Description What makes the practice interesting Primary and Secondary Partnership between Wellcome Trust and Awards support well-structured CPD to Schools Teachers others to support inspired science tea- have long-lasting sustainable effect on teaching through CPD of teachers. ENTHUSE chers involved, on their colleagues and on awards bursaries support teaching staff their school. They promote development of on CPD courses at the National Science STEM strategies and learning communities Learning Centre (NSLC). of science teachers.

https://www.sciencelearningcentres.org.uk/centres/national/awards-and-bursaries/enthuse-award 57

STEM AMBASSADORS SCHEME United Kingdom Objective 4.4

Target population Description What makes the practice interesting Teachers Works with schools (minimum one event Scheme is widely recognised and wel- and pupils of all per year) on voluntary basis, providing comed by employers (also SMEs) and schools support and acting as role models for those responsible for CPD. It is part of young people. The aim is to encourage the on-going community involvement STEM subjects and help students unders- programmes for several companies. Tea- tand opportunities STEM careers offers. chers and schools benefit from access to See also STEMNET in general. quality-assured STEM volunteers.

http://www.stemnet.org.uk/ambassadors http://www.nfer.ac.uk/publications/SMES01/SMES01.pdf PRAT DE LA RIBA Centre for Research in Science and Maths Education (CRECIM), Universitat Autònoma de Barcelona, Spain Objective 4.2, 4.4

Target population Description What makes the practice interesting Secondary school Organises company visits for final year Instructional materials are co-created by students secondary students focusing on STEM teachers, researchers and companies. The professions. Students receive prepa- visits are part of the subjects Technology ratory materials. Work at school helps and Science within the curriculum. Students students to consolidate the knowledge prepare the visit thoroughly and have acquired. follow-up activities.

http://www.pratdelariba.cat LEKTOR2 SCHEME Norway Objective 4.2, 4.4, 4.6

Target population Description What makes the practice interesting Lower and upper Aims to increase STEM learning, Part of the national STEM strategy, with a secondary school recruitment to STEM careers and steering committee (representatives from children improve relations between schools and ministry and industry) running the project. companies. Professionals from industry Regional coordinators with educational back- teach 3-10 curriculum-related lessons grounds and good knowledge of the regional at secondary schools and act as external labour market assist schools in contacts and experts through a formalized partnership cooperation with social partners. between school and industry.

http://www.lektor2.no 58 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

SCIENCE CPD/LEARNING CENTRES AND SUPPORT FOR TEACHERS SCIENCE LEARNING CENTRES (NATIONAL SLC AND FIVE REGIONAL SLC) England, United Kingdom Objective 4.3

Target population Description What makes the practice interesting Primary and lower Offer quality science CPD to enhance Results are evidenced in increased enjoy- secondary school tea- professional skills. Also provides young ment of science lessons and extra-curricular chers and technicians people with exciting, intellectually sti- activities, increased confidence and unders- mulating and relevant science education tanding in learning science, development of and facilitate them gaining knowledge transferable and practical skills, increased and understanding required as future awareness of the importance of science to citizens and scientists. society, of STEM career and studies.

https://www.sciencelearningcentres.org.uk All research and impact reports: https://www.sciencelearningcentres.org.uk/impact-and-research LES MAISONS POUR LA SCIENCE (MPLS) Académie des Sciences/Fondation Lamap, France Objective 4.3

Target population Description What makes the practice interesting Primary and lower Located in universities and cooperating CPD is co-created and co-delivered secondary school with initial teacher education (ESPE), they by teams of teacher trainers, resear- teachers, trainers promote STEM learning and teaching chers, industry people or other external by organising CPD. Funding provided by stakeholders. MplS cooperate with other French government, regional educational key agents in STEM education and thus authorities, universities and companies. become an innovative STEM hub in the French educational landscape.

http://www.maisons-pour-la-science.org HONEYWELL EDUCATORS @ SPACE (HESA) USA and International Objective 4.2, 4.4

Target population Description What makes the practice interesting Teachers Created in partnership with the U.S. HESA provides educators with the opportu- Space & Rocket Center, this professional nity to reinvigorate their classrooms with development program is designed to ideas, lessons and other materials to create help middle school math and science an unforgettable learning experience for teachers from around the world become the next generation of scientists. During more effective educators in science, this five-day program, educators participate technology, engineering and math. Since in 45 hours of intensive classroom, labo- 2004, over 2,176 educators from 55 ratory and training time, focusing on space countries, 52 U.S. states and territories science and exploration. have graduated from the program.

https://educators.honeywell.com/ 59

FOSTERING CURIOSITY IN EARLY YEARS SCIENCE England, United Kingdom Objective 4.3

Target population Description What makes the practice interesting (Pre) primary school CPD units to keep teacher’s knowledge of Developed from classroom based research, pupils and teachers primary and stage 3 science up to date. each unit provides concrete information and Each unit can be viewed on line and/ materials to help teachers to develop their or downloaded as a PPP. Explores how science teaching and learning potential. teachers can liberate the energy and Each one is accompanied by videos, useful enthusiasm of young children. references and publications.

http://www.pstt.org.uk/resources/continuing-professional-development/fostering-curiosity-in-early-years-science.aspx NEW TEACHER CENTER (NTC) E-MENTORING FOR STUDENT SUCCESS EMSS California, USA Objective 4.2, 4.3

Target population Description What makes the practice interesting New science and Online mentoring programme advancing Participants’ benefits are: ability and maths teachers instruction by accelerating effectiveness confidence to teach subject-specific content and increasing retention of new STEM and teach challenging courses and curri- teachers. New and veteran teachers and cula; preparedness in basic teaching and university professors in interactive online classroom management skills; willingness community, exchange information, ideas to experiment; overall teacher satisfaction; and experiences and expertise within a encouragement to remain in the field. structured programme curriculum.

http://www.newteachercenter.org/services/emss Evaluation of the impact of eMSS: http://emssmath.nsta.org/Results/Default.aspx

NATIONAL/REGIONAL PLATFORMS OR NETWORKS DUTCH NATIONAL PLATFORM (BÈTA TECHNIEK) Netherlands Objective 4.1, 4.2, 4.3, 4.4, 4.5, 4.6

Target population Description What makes the practice interesting All levels of education Platform aims to ensure sufficient availabi- Focuses on all levels of education. By from primary to higher lity of STEM professionals by increasing the investing in children at an early age, potential education number of STEM students, to use existing reach of future STEM talents is broadened. talent more effectively in businesses and Programmes are implemented in collabo- research and to innovate STEM education. ration with companies. They are regularly evaluated to be improved.

http://www.platformbetatechniek.nl/extra/english 60 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

PROMOTION OF STEM CAREERS (FLEMISH STEM PLATFORM) Flanders, Belgium Objective 4.1, 4.2, 4.3, 4.4, 4.5, 4.6

Target population Description What makes the practice interesting All levels of education Regional joint initiative developed in Action plan refers to integrated actions star- from kindergarten to 2010 to address the shortages of STEM ting from primary education and continuing higher education graduates and enhance cooperation with in secondary education, adult education and industry. Promotes: STEM-pact and inter- higher education, to actions supporting pres- sectoral strategies with industry, STEM ent and future teachers, communication and academies so that parents and children awareness campaigns and actions around know which STEM opportunities are STEM careers. available nearby, STEM coaches from companies and STEM guest lecturers in school etc.

http://www.onderwijskiezer.be/v2/extra/stem_downloads.php LUMA CENTRE (LCF) Finland Objective 4.1, 4.2, 4.3, 4.4, 4.5, 4.6

Target population Description What makes the practice interesting Primary and secondary LCF is umbrella for 10 LUMA Centres in Ministry of Education and LCF are starting students, Finnish Universities providing CPD and a new national development programme teachers research in STEM to strengthen and promote (2014-2019) to strengthen STEM skills in collaboration nationally and internationally. 6-16 years. It will develop novel and innova- The aim is to motivate all young people for tive tools and approaches to teaching prac- STEM. LCF cooperates closely with educa- tices, methods and learning environments. tion, public authorities and business.

http://www.luma.fi/centre STEM ENRICHMENT AND ENHANCEMENT ACTIVITIES FOR SCHOOLS (SENTINUS) Northern Ireland, United Kingdom Objective 4.1, 4.2, 4.3, 4.4, 4.5, 4.6

Target population Description What makes the practice interesting Primary and Secondary Provides wide range of programmes Supports delivery of curriculum and engages Schools supporting teaching and learning of students in practical problem solving activi- STEM within a real world context. It ties, research and development and investi- provides a range of employability-skill gative projects. They enhance employability activities for schools to support Learning and personal development through team for Life & Work within the Northern working, target setting, mentoring, working Ireland curriculum. with adults and independent learning.

http://www.sentinus.co.uk/index.php# 61

PRIMARY INDUSTRY CENTRE FOR SCIENCE EDUCATION (PICSE) Australia Objective 4.4, 4.5, 4.6

Target population Description What makes the practice interesting Upper secondary pupils National strategy of collaboration between Primary industries targeted are agriculture, universities, regional communities and local ecology, horticulture, fisheries, water security, primary industries to attract students into sustainability, climate change and the envi- tertiary science to have more skilled profes- ronment. Impact evaluation report indicates sionals in agribusiness and research institu- that activities are working very effectively. tions. It is preparing the next generation of researchers and industry scientists.

http://www.picse.net/HUB/index.htm SCIENCE MUNICIPALITIES (SMP) - EDUCATION FOR GROWTH Denmark Objective 4.3, 4.4, 4.6

Target population Description What makes the practice interesting Primary, lower and Aimed at improving science education in Development of local science education upper secondary municipalities, as part of national stra- strategy, with designated STEM coordi- students and teachers tegy for developing science education nators, a science education board and funded by the Ministry of Education. support networks for teachers. Collaboration Objective is to increase pupils’ interest between various stakeholders gives an in STEM and to inspire pupils to pursue overview of resources. STEM studies and careers.

http://www.ind.ku.dk/projekter/science_kommuner/Science-kommuner_-_engelsk.pdf http://www.ind.ku.dk/english/projects/science_municipalties SCIENCE AND TECHNOLOGY FOR ALL (NTA) Sweden Objective 4.3, 4.4, 4.6

Target population Description What makes the practice interesting Primary school tea- Supports teachers stimulate pupils´ Teams of teachers are trained by municipali- chers curiosity, interests and knowledge in STEM. ties supporting NTA financially. Training leads It offers and develops methods as well as to local and school STEM strategies. NTA services (CPD) and products to improve creates long-term school development plans learning and teaching in STEM, both at in which local industry, institutions and others municipal level and at individual school and are engaged. 110 municipalities involved school districts’ level. 180,000 students and 8000 teachers.

http://www.ntaskolutveckling.se/In-English/ 62 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

NETWORK OF “LÉA” (Lieux d’éducation Associés à L’IFÉ) Associated Educational Design-experiment Centres (AeDeC), France Objective 4.2, 4.3, 4.4, 4.6

Target population Description What makes the practice interesting Primary , lower and Developing a network of centres meeting Network includes some 30 projects by (networks upper secondary and educational challenges by focusing on of) primary schools, lower and upper secondary vocational schools questions raised by teachers and educa- schools and vocational upper schools etc. HEIs (teachers, heads) tors. Research team supports activities. and non-academic centres are integrated into All stakeholders invited to co-construct a the network. It focuses on investigation, mathe- long-term project to find answers to key matics teaching, digital identity and reflective educational questions. thinking, serious games etc.

http://ife.ens-lyon.fr/lea LEADERSHIP AND ASSISTANCE FOR SCIENCE EDUCATION REFORM (LASER) Washington State, USA OBJECTIVE 4.3, 4.4, 4.5, 4.6

Target population Description What makes the practice interesting School Head Teachers/ Catalyst for sustainable innovation and Cooperation between various stakeholders Principals improvement in K-12 science education. supporting STEM education. It engages A shared vision of effective teaching and educators in leadership CPD through projects learning, supporting public/private partner- such as “Teachers as Researchers”. It orga- ship network of individuals and organiza- nises STEM leadership development for prin- tions, delivering leadership development cipals and administrators. It supports schools, programs and experiences and partnering districts and regions to develop action plans with regional support networks. and strategies for STEM education reform.

http://www.wastatelaser.org/Professional-Learning/home

CONTESTS AND COMPETITIONS, INITIATIVES PROMOTED BY FOUNDATIONS, TRUSTS AND OTHER CIVIL SOCIETY ORGANISATIONS (CSO) CITY OF YOUNG SCIENTISTS AND SCHOLARS PRIZE Germany Objective 4.4, 4.5

Target population Description What makes the practice interesting Upper Secondary Promotes interest in science and Strengthening local networks of schools, School and University research among young people by universities and scientific institutions. The Students launching a prize. It is awarded to experiences of project creators from schools, cities and towns that are exemplary in college and local governments and networ- promoting cooperation between schools king teachers, researchers and experts from and research facilities and intensify their politics, administration and business are activities in STEM. used to promote STEM.

http://www.stadt-der-jungen-forscher.de/content/language1/html/index.asp 63

SCIFEST Finland Objective 4.4, 4.5

Target population Description What makes the practice interesting Upper secondary A yearly international festival bringing Future oriented and international. Key aim is students and teachers together thousands of schoolchildren, high to provide innovative solutions for education school students and teachers to discover and workforce challenges of the future. The- new experiences and learn about science, mes range from space to biodiversity, che- technology and the environment. The festi- mistry and water. Over 10,000 visitors and val is free and open to all. contributors come from over 50 countries.

http://www.scifest.fi SCIENCE FAIR Cyprus Objective 4.4, 4.5

Target population Description What makes the practice interesting Upper Primary School Schools teach a unit on investigations, Curriculum is inquiry-based and relies on (10-12 years) and parents’ meetings are organised, collaborative group work focusing on crea- Lower Secondary students are guided to choose investi- tivity and entrepreneurial skills. Research (12-15 years) gation topics and supported designing refines the curriculum materials. Parents experiments, collecting/analysing data and local community are actively involved. and preparing a poster on results. Activities thoroughly evaluated. Pre-service Parents help build an interactive exhibit teacher education students are involved. and a school event.

http://www.ucy.ac.cy/en/ THE EUROPEAN UNION CONTEST FOR YOUNG SCIENTISTS (EUCYS) European Union Objective 4.4, 4.5

Target population Description What makes the practice interesting Young scientists who An initiative of the European Commission to Young scientists have opportunity to meet have won first prize in promote ideals of co-operation and inter- others with similar abilities and interests and their national science change between young scientists. Contest be guided by some of the most prominent competition and who is annual showcase of best of European scientists in Europe. Seeks to strengthen the are designated by their student scientific achievement and as such efforts made in each participating country respective national jury attracts widespread media interest. Winners to attract young people to careers in science proceed to international competition. and technology.

http://ec.europa.eu/research/eucys/index_en.cfm?pg=home CHAMPIMÓVEL Portugal Objective 4.4, 4.5

Target population Description What makes the practice interesting Mainly primary school Fully interactive, 3-D, transportable Interesting creative and interactive pro- pupils experience that introduces children to gramme to promote STEM mainly at primary most cutting-edge issues in medical school level. Awakens curiosity in cutting- science with support of Ministry of edge scientific concepts like stem cells, Education. It stimulates creativity and nanotechnology and DNA and gene therapy. imagination, motivating youngsters to join search for scientific discoveries.

http://www.fchampalimaud.org/en/education 64 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

CSO “ACTIVI PENTRU VIITOR” (“ACTIVE FOR THE FUTURE”) Romania Objective 4.4

Target population Description What makes the practice interesting Primary and secondary Project address gap between school and Projects foster innovation and encourage school children community with purpose of enabling communities to share their skills and exper- real world experiences, collaboration tise. Local stakeholders from different cities and critical thinking especially in field of help develop practices that strengthen STEM education. emergence of unified action for change.

http://www.activipentruviitor.ro SCHOOL OF THE FUTURE Ullern High school (UHS) and Oslo Cancer Trust (OCT), Norway Objective 4.4, 4.5

Target population Description What makes the practice interesting Upper secondary pupils Collaboration aims to educate tomor- Creation of innovative and creative schools Teachers row’s researchers and entrepreneurs. It in order to develop Norway as a “Knowledge is a step towards integration of school Country” by stimulating cooperation between within OCC Innovation Park. ministries, trade and industry, research and education. Aims to foster the next generation of entrepreneurs in biotech.

http://oslocancercluster.no/portfolio-item/talent-workforce-education/ GENAU: SCHÜLERLABORE Berlin and Brandenburg, Germany Objective 4.2, 4.3, 4.4

Target population Description What makes the practice interesting Teachers and pupils Network of 16 school labs organised Strong hands-on aspects for pupils and of primary, lower and by research centres, universities or teachers. Synergy through efficient use of upper secondary museums organising hands-on science resources and experiences. Strengthening schools lab experiments for pupils and CPD political and social effectiveness of extra- for teachers. It produces teaching and curricular learning centres to have more practice downloadable materials. Focus student labs. is also on QA and development of future concepts for school labs.

http://genau-bb.de/labore/die-netzwerk-mitglieder 65

REVIR Catalonia, Spain Objective 4.2, 4.3, 4.4

Target population Description What makes the practice interesting Secondary students Students access computerised lab Cooperative work between students through Teachers working in inquiry-based learning dialogic teaching, promotion of ICT tools of a groups with STEM instructional material computerised lab, co-creation of curricu- co-designed and revised by researchers lar materials, addressing societal issues, and science teachers covering curricular monitoring student progress, evaluation of topics: road safety, chemical equilibrium impact on students. of oceans, biodiversity, greenhouse gases, etc. 8,000 students involved.

http://crecim.uab.cat/revir FAMELAB British Council and Cheltenham Science Festival, now operating in more than 20 countries: Europe, Middle East, Asia and South Africa Objective 4.5

Target population Description What makes the practice interesting Young scientists and Exciting science communication compe- Contestants compete to communicate a engineers tition designed to find the new faces of scientific topic they’re passionate about science: people who can inspire and excite to the public. Robust training, coaching public imagination with a vision of science and recognition build confidence and skills in the 21st century. It intends to inspire allowing alumni to put into practice their and motivate young scientists and engi- skills in a wide variety of situations. It neers to actively engage with the public works by identifying, training and men- and stakeholders by taking science out of toring young scientists and engineers to the classroom, make it fun and encourage enable them to communicate effectively in young people with a passion for science a media intensive environment in the world and technology to share their enthusiasm in which they live. with the general public.

http://www.britishcouncil.it/en/programmes/education/famelab

INFORMAL SCIENCE EDUCATION CODERDOJO World-wide Objective 4.1, 4.4, 4.5

Target population Description What makes the practice interesting 7-17 years Free, volunteer-led coding clubs for Makes learning to programme and young people with focus on peer-to- developing programs fun. A dojo is an peer learning, tutoring and self-driven independent programming club and learning with an emphasis on open- created in a local community that is part source and helping others. Aim is to of the Coderdojo network. It is organised show how coding can be a force to by a master and team of mentors and change the world. An important aspect volunteers. Participants develop websites, is promoting creativity and having fun applications, programmes and games and in a social setting. explore technology.

https://coderdojo.com 66 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

COASTER LAB FERRARI WORLD Abu Dhabi Objective 4.2, 4.4

Target population Description What makes the practice interesting Upper secondary pupils Unique Roller-Coaster Science Educatio- Coursework facilitates maximum learning nal Program in partnership with Ministry outcomes by balanced theory-practical of Education provides exciting learning curriculum and empowers students to in STEM education. Initiative focuses on improve skills concerning problem solving, physics of rollercoasters. It is congruent teamwork and communication, next to with Abu Dhabi 2030 Strategic Vision analytical and creative thinking in an envi- and efforts to spread STEM. ronment that fosters maximum creativity and challenges the norms.

http://www.ferrariworldabudhabi.com PATIENT AND COMMUNITY GROUPS United Kingdom Objective 4.1, 4.4, 4.5

Target population Description What makes the practice interesting Patients of all ages Objective to stimulate genuine engagement Involves patients as users directly in the with patient groups and other stakeholders research from the beginning. Supports re- to add value to research by providing new searchers looking to develop their patient insights into research questions. Enga- and public involvement activities. gement allows discussion of potential implications with those most affected and ensures research will help reach full potential for health improvement.

http://www.wellcome.ac.uk/Education-resources/index.htm http://www.invo.org.uk/resource-centre/resource-for-researchers/ GALILEO-MOBILE India, Bolivia, Chile, Peru, Brazil, Uganda Objective 4.5, 4.6

Target population Description What makes the practice interesting Young people and Non-profit initiative run by astronomers, Teaching material is compiled in a adults educators and science communica- handbook called Cartilla de Actividades tors. It is a traveling science education GalileoMobile, which includes instructions programme that brings astronomy closer for hands-on activities and explanation to young people and adults around the of physical phenomena studied, which is world and mainly across regions that available for free download. Cooperates have little or no access to outreach closely with “Galileo Teacher Training Pro- actions. By organizing astronomy-related gramme” (GTTP) and “A touch of Universe» activities in schools and villages, it fos- (ATU) project. ters desire to learn through the wonders of the universe. Educational material as well as on-going support is available so that educators can pursue astronomy activities after visits.

http://galileo-mobile.org/ 67

STEAM INVESTIGARTE: ARTISTIC CONTEST SCIENTISTS OF TODAY AND TOMORROW! Spain Objective 4.5

Target population Description What makes the practice interesting Secondary schools A science and technology competition Main goal is to bring science and technology students , their aimed at the visual arts. It focuses on closer to society through contest that aims to teachers and resear- students in general and vocational promote artistic and creative vision of science chers secondary schools and their teachers in students and teachers in secondary school cooperation with researchers. Students and vocational training in cooperation. Focuses are invited to use photography to explain on MACROphotographs (photos and/or videos to future generations and society in gene- of objects larger than one millimetre) and on ral, scientific and technological innovations MICROphotographs (photos and/or videos of associated with their science projects. objects less than or equal to one millimetre).

http://www.investigarte.es/descripcion HACKIDEMIA NASA Ames Research Park, USA Objective 4.2, 4.5, 4.6

Target population Description What makes the practice interesting 4-18 years Involves 80 students from 36 Channels communities toward creation of countries trying to solve societal chal- networked local hubs that provide access to latest lenges: poverty, access to food, clean technologies and tools and allow young people water, health care, education etc. It is from early age to kick-start their project and solve a mobile invention lab enabling future local grand challenges. More than 80 works- change-makers to access and create hops organised, 10,000 young people and 400 a hands-on STEAM education. volunteers in more than 40 countries involved.

http://www.hackidemia.com STEAM ACADEMY USA Objective 4.2, 4.4

Target population Description What makes the practice interesting 6-18 years Online-schools of creativity, ingenuity Focus is on instructional approaches that and global awareness. The curriculum provide students with opportunities to learn integrates fine arts and technology, curricular material with depth and breadth project-based, collaborative learning, that is vital to students’ ability to apply new international student collaboration and understanding. Students have heightened service oriented living. Educators, parents engagement and motivation to learn, as evi- and other stakeholders foster student denced by the students who have attended creativity, cultural perspective and global educational institutions that implement its competence. approaches “through and by” the fine arts.

http://thesteamacademy.wordpress.com/transforming-reality-through-the-arts ENISCUOLA CULTURA Italy Objective 4.2, 4.4

Target population Description What makes the practice interesting 8-12 years Promotes science and culture to schools Interesting and stimulating combination of to stimulate students’ interest in art and art and science. The theatre stimulates ethical theatre. It develops multimedia lessons on debates about sustainable development and the major art exhibitions supported and promotes creative and scientific talents of stages performances on issues of science children. Focuses on Content and Language and culture. Integrated Learning (CLIL) in STEM.

http://www.eni.com/it_IT/azienda/eni-scuola/eni-scuola.html 68 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

APPENDIX 1 Glossary and Abbreviations

Assessment for Learning (AfL) terms of responsibility and autonomy. Examples All those activities undertaken by teachers and include critical thinking, problem solving, modelling, by their students in assessing progress and eval- innovation, creativity, design and investigation, col- uating prior action, which provide information to laboration and team working.100 be used for feedback in order to plan or modify future action, including the teaching and learning Inquiry Approach activities in which they are engaged, in order to A complex process of sense-making and con- give an opportunity to learn to all students.97 structing coherent conceptual models where students formulate questions, investigate to Citizen Science find answers, build new understandings, mean- Refers to citizen direct involvement in research ings and knowledge, communicate their learning projects, usually directed by universities and re- to others and apply their learning productively search institutions.98 in unfamiliar situations. An inquiry approach to science education is one that engages students Civil Society Organisations in: i) authentic, problem-based learning activi- The multitude of associations around which so- ties where there may not be one correct answer; ciety voluntarily organises itself and which can ii) experimental procedures, experiments and represent a wide range of interests, from eth- “hands on” activities, including searching for in- nicity and religion, through shared professional, formation; iii) self-regulated learning sequenc- developmental and leisure pursuits, to issues es where student autonomy is emphasized; and such as environmental protection or human iv) discursive argumentation and communica- rights.99 For the purpose of this report, civil soci- tion with peers (“talking science”).101 ety includes all those interested in and affected by policies in science education, but also more Key Enabling Technologies (KETs) broadly by education, research and innovation Technologies associated with knowledge-intensive for responsible citizenship. R&D, rapid innovation cycles, high capital expend- iture and highly skilled employment. They enable Competence process, goods and service innovation throughout Proven ability to use knowledge, skills and person- the economy and are of systemic relevance. They al, social and/or methodological abilities, in work or are multidisciplinary, cutting across many technol- study situations and in professional and personal ogy areas with a trend towards convergence and development. In the context of the European Qual- integration. KETs can assist technology leaders in iﬁcations Framework, competence is described in other fields to capitalize on their research.102 69

Learning Outcomes skills are described as cognitive (involving the Statements of what a learner knows, understands use of logical, intuitive and creative thinking) or and is able to do on completion of a learning pro- practical (involving manual dexterity and the use cess, which are defined in terms of knowledge, of methods, materials, tools and instruments). skills and competences.103 Competencies may incorporate a skill, but are more than the skill; they include abilities and be- Open Schooling haviours, as well as knowledge that are funda- “Institutions that promote partnerships with fam- mental to the use of a skill.110 ilies and the local community with a view to engaging them in the teaching and learning process- Small and Medium-Sized Enterprises (SMEs) es but also to promote education as part of local Enterprises which employ fewer than 250 per- community development.”104 sons and which have an annual turnover not exceeding EUR 50 million and/or an annual balance Post-secondary/Tertiary Education sheet total not exceeding EUR 43 million.111 All types of education (academic, professional, technical, artistic, pedagogical, long distance Stakeholders learning, etc.) provided by further and higher An individual, group, organization or system that educational institutions, technological institutes, affects or can be affected by policies in the field teacher training colleges, etc., which are nor- of science education for responsible citizenship, e.g. mally intended for students having completed a students, schools, families, post-secondary/ lifelong secondary education and whose educational ob- learning providers, regional or national policy mak- jective is the acquisition of a title, a grade, certif- ers, civil society organisations, enterprise/employ- icate, or diploma of higher education. It compris- ers, science organisations, etc. es ISCED levels 5, 6, 7 and 8, which are labelled as short-cycle tertiary education, Bachelor or STEAM equivalent level, Masters or equivalent level and An educational and innovation framework bring- doctoral or equivalent level, respectively.105 ing science, technology, engineering and mathematics together with the arts/other disciplines Responsibility in Science Education (STEM + Art=STEAM or S-TEAM) and types of Ensures stakeholders are involved in all stag- learners with the goal of being more engaging, es of scientific practice and dissemination. It creative and naturally successful for all mem- is a participatory approach based on principles bers of any educational system.112 of integrity and ethical behaviour and practice, social solidarity and trust; it uses a wide range STEM of measures to monitor intended and unintend- Teaching and learning in the fields of science, ed consequences as a “way of recognizing that technology, engineering and mathematics. It we’re all in this together.”106 It assumes a multi- typically includes educational activities across disciplinary approach that reflects the values and all grade levels — from pre-school to post-doc- needs of all stakeholders.107 torate — in both formal (e.g., classrooms) and informal (e.g., afterschool programs) settings.113 Responsible Research and Innovation (RRI) Societal actors work together, via inclusive par- Types of Learning114 ticipatory approaches, during the whole research • Formal learning – learning that occurs in an and innovation process in order to better align organised and structured environment (e.g. in an both the process and its outcomes, with the val- education or training institution or on the job) and ues, needs and expectations of European socie- is explicitly designated as learning (in terms of ty.108 RRI in science education helps “maximise objectives, time or resources). Formal learning is the creation of shared value.”109 intentional from the learner’s point of view. It typically leads to validation and certification. Skill Ability to apply knowledge and use know-how to • Non-formal learning – learning which is em- complete tasks and solve problems. In the con- bedded in planned activities not always explic- text of the European Qualiﬁcations Framework, itly designated as learning (in terms of learning 70 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

objectives, learning time or learning support), but which contains an important learning element. Non-formal learning is intentional from the learner’s point of view. It can take place in museums, science camps/ clubs etc.

• Informal learning – learning resulting from daily activities related to work, family or leisure. It is not organised or structured in terms of objectives, time or learning support. Informal learning is mostly unintentional from the learner’s perspective.

ABBREVIATIONS

AfL Assessment for Learning

CPD Continuous Professional Development

HE Higher Education

HEI Higher Education Institutions

E2E Education to Employability

IBSE Inquiry Based Science Education

IBSME Inquiry Based Science and Mathematics Education

ICT Information and Communications Technologies

LLL Lifelong Learning

RRI Responsible Research and Innovation

SWAFS Science with and for Society 71

APPENDIX 2 SEEG Terms of Reference

The Science Education Expert Group (SEEG) was • Assist the European Commission services to established in 2014 to examine existing studies further elaborate and reflect on possible new and available data in the field of Science Educa- challenges as well as formulate the premises tion at a European Level in order to provide the on which the future strategy, to be undertak- European Commission with an extensive analy- en in the framework of the new ‘’Science with sis of 1) the issues at stake; 2) the policy options and for Society (SWAFS)’’ Work Programmes and 3) their possible impacts. In particular and (2015-2017) could be shaped. in the context of RRI, H2020 and the ERA, it is important to assess the progress of Science Ed- The SEEG had 10 members from 10 EU Member ucation activities financed so far under the FP6 States. Member expertise covered the fields of: and the FP7, identify issues at stake, define new science education; science and education policy policy options and initiatives, current challenges issues; technology enhanced learning – educa- and existing trends in different Member States tional technology – international technology and and in the broader European area. education; investigative approaches to science education, formal and informal science educa- The mandate of the SEEG was to write a detailed tion and learning, industry-university and indus- report, charting the key elements of future ac- try-school cooperation, as well as youth commu- tions to be considered and undertaken by the nication; design, evaluation, implementation of European Commission. programmes in the field of science education and beyond; classroom research and development; The Group was asked to: STEM; MST; academic-research and industrial institutions collaboration in the field of science • Review the “State of Affairs”; education; teacher education and training and teachers’ professional development (TPD); sci- • Identify achievements and innovations, as ence education research; science education and well as issues at stake in order to develop scientific/research careers; science in research new policy strategies, provide a set of policy and innovation. recommendations and undertake new policy initiatives; The SEEG held six meetings in Brussels and conducted additional working remotely. • Provide guidance concerning the further increase of the industry participation to Science Education policy activities; 72 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

SEEG Team Members

• Prof. dr. Ellen Hazelkorn (Ireland) Chairperson

• Dr. Charly Ryan (England) Rapporteur

• Mr. Yves Beernaert (Belgium)

• Prof. dr. Constantinos P. Constantinou (Cyprus)

• Ms. Ligia Deca (Romania)

• Prof. dr. Michel Grangeat (France).

• Ms. Mervi Karikorpi (Finland)

• Dr. Angelos Lazoudis (Greece)

• Prof. dr. Roser Pintó Casulleras (Spain)

• Prof. dr. Manuela Welzel-Breuer (Germany) 73

APPENDIX 3 Further Reading

OBJECTIVE 1 • McNeill, K. L. (2011). Elementary students’ views of explanation, argumentation and • Baeten, M., Kyndt, E., Struyven, K., & Dochy, evidence and their abilities to construct ar- F. (2010) Using student-centred learning en- guments over the school year. Journal of vironments to stimulate deep approaches to Research in Science Teaching, 48(7), 793- learning: Factors encouraging or discourag- 823. ing their effectiveness. Educational Research Review, 5, 243-260. • Pai, H. H., Sears, D. A., & Maeda, Y. (2013). Effects of small-group learning on transfer: • Duran, M., Höft, M., Lawson, D. B., Medjahed, A meta-analysis. Educational Psychology B., & Orady, E. A. (2014). Urban High School Review, 1-24. Students’ IT/STEM Learning: Findings from a Collaborative Inquiry-and Design-Based Afterschool Program. Journal of Science OBJECTIVE 2 Education and Technology, 23(1), 116-137. • Chen, X. (2013). STEM Attrition: College • Institute for Development Studies (2006) Students’ Paths into and out of STEM Fields. Science and Citizens: Global and Local Voices, Statistical Analysis Report. NCES 2014- IDS Policy Brieﬁng issue 30, Brighton, IDS 001. National Center for Education Statistics. University of Sussex. • Edelson, D. C. (1998). Realising authentic • Kolodner, J. L., Camp, P. J., Crismond, D., science learning through the adaptation of Fasse, B., Gray, J., Holbrook, J., Puntambekar, scientific practice. International Handbook of S., & Ryan, M. (2003). Problem-based learn- Science Education, 1, 317-331. ing meets case-based reasoning in the middle-school science classroom: Putting learn- • Graham, M.J., Frederick, J., Byars – Winston, ing by design into practice. The Journal of the A., Hunter, A.B., & Handelsman, J. (2013). Learning Sciences, 12(4), 495-547. Increasing persistence of college students in STEM. Science, 341(6153), 1455 – 1456. • Linn, M. C., Gerard, L., Ryoo, K., McElhaney, K., Liu, O. L., & Rafferty, A. N. (2014). • Kuhn, D. (1993). Science as argument: Computer-Guided Inquiry to Improve Science Implications for teaching and learning sci- Learning. Science, 344 (6180), 155-156. entific thinking.Science Education, 77(3), 3 19-337. 74 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

• Mourshed, M., Patel, J., & Suder, K. (n.d.). • Singer, J., Lotter, C., Feller, R., & Gates, H. Education to Employment: Getting Europe’s (2011). Exploring a model of situated pro- Youth into Work. McKinsey & Company. fessional development: Impact on classroom practice. Journal of Science Teacher • Trautmann, N. M. (Ed.). (2013). Citizen Science: Education, 22(3), 203-227. 15 Lessons that Bring Biology to Life, 6-12. NSTA Press. • Tobin K. & Fraser B. (1997). International Handbook of Science Education, Kluwer, • VanLehn, K. (2013). Model construction as Dordrecht. a learning activity: A design space and review. Interactive Learning Environments, 21(4), • Wiliam, D., Lee, C., Harrison, C., & Black, P. 371-413. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education: Principles, OBJECTIVE 3 Policy & Practice, 11(1), 49-65.

• Boyd, D. J., Grossman, P. L., Lankford, H., Loeb, S. & Wyckoff, J. (2009). Teacher OBJECTIVE 4 Preparation and Student Achievement. Educational Evaluation and Policy Analysis, • Ainley, M. & Ainley, J. (2011). A cultural per- December 2009, vol. 31, no. 4, 416-440, DOI: spective on the structure of student interest 10.3102/0162373709353129. in science. International Journal of Science Education, 33(1), 51-71. • Cochran-Smith, M, Villegas, A. M. (2014). Framing Teacher Preparation Research: • Anderhag, P., Emanuelsson, P., Wickman, P. O., An Overview of the Field, Part 1. Journal & Hamza, K. M. (2013). Students’ Choice of of Teacher Education September 5, 2014 Post-Compulsory Science: In search of schools 0022487114549072. that compensate for the socio-economic background of their students. International • George, J. M., & Lubben, F. (2002). Facilitating Journal of Science Education, 35(18), 3141- teachers’ professional growth through their 3160. involvement in creating context-based materials in science. International Journal of • Davis, P. R., Horn, M. S., & Sherin, B. L. (2013). Educational Development, 22(6), 659-672. The right kind of wrong: A “Knowledge in Pieces” approach to science learning in mu- • Johnson, C. C. (2009). An examination of ef- seums. Curator: The Museum Journal, 56(1), fective practice: Moving toward elimination 31-46. of achievement gaps in science. Journal of Science Teacher Education, 20, 287-306. • Holmegaard, H. T., Madsen, L. M., & Ulriksen, L. (2014). To choose or not to choose science: • Justi, R., & van Driel, J. (2006). The use of Constructions of desirable identities among the interconnected model of teacher profes- young people considering a STEM higher ed- sional growth for understanding the devel- ucation programme. International Journal of opment of science teachers’ knowledge on Science Education, 36(2), 186-215. models and modelling. Teaching and Teacher Education, 22(4), 437-450. • Lakshmanan, A., Heath, B. P., Perlmutter, A., & Elder, M. (2011). The impact of science • Lumpe, A., Czerniak, C., Haney, J., & Beltyukova, content and professional learning communi- S. (2012). Beliefs about teaching science: The ties on science teaching efficacy and stand- relationship between elementary teachers’ ards-based instruction. Journal of Research in participation in professional development and Science Teaching, 48(5), 534-551. student achievement. International Journal of Science Education, 34(2), 153-166. 75

• Leach M, Scoones I and Wynne B (Eds.) • Hemment, D., Ellis, R., & Wynne, B. (2011). (2005) Science and Citizens: Globalization Participatory Mass Observation and Citizen and the Challenge of Engagement (Claiming Science. Leonardo, 44(1), 62-63. Citizenship), London Zed Books. • Marres, N. (2012). Material participation: tech- • Mousoulides, N. G. (2013). Facilitating parental nology, the environment and everyday publics. engagement in school mathematics and sci- Palgrave Macmillan. ence through inquiry-based learning: an examination of teachers’ and parents’ beliefs. ZDM • Morentin, M., & Guisasola, J. (2014). The role Mathematics Education, 45, 863-874. of science museum field trips in the primary teacher preparation. International Journal of • Putney, L. G., & Broughton, S. H. (2011). Science and Mathematics Education, 1-26. Developing collective classroom efficacy: The teacher’s role as community organizer. Journal • Stocklmayer, S. M & Bryant, C. (2012). of Teacher Education, 62(1), 93-105. Science and the Public—What should people know? International Journal of Science • Vescio, V., Ross, D., & Adams, A. (2008). A re- Education, Part B: Communication and Public view of research on the impact of profession- Engagement, 2(1), 81-101, DOI:10.1080/095 al learning communities on teaching practice 00693.2010.543186. and student learning. Teaching and Teacher Education, 24, 80-91. • Wiggins, A. & Crowston, K. (2011) From conservation to crowdsourcing: A typology of citizen science. In System Sciences (HCISS), 44th OBJECTIVE 5 Hawaii International Conference in System Sciences, Kauai, HI, USA, 4–7 January 2011, • Bray, B., France, B. & Gilbert, J. K. (2012). pp1-10. Identifying the Essential Elements of Effective Science Communication: What do the experts say? International Journal of Science OBJECTIVE 6 Education, Part B: Communication and Public Engagement, 2(1), 23-41 DOI:10.1080/2154 • Ballas, D., Lupton, R., Kavroudakis, D., Hennig, 8455.2011.611627. B., Yiagopoulou, V., Dale, R., & Dorling, D. (2012). Mind the gap: education inequality • Dabney, K. P., Tai, R. H., Almarode, J. T., Miller- across EU regions. Retrieved from http://www. Friedmann, J. L., Sonnert, G., Sadler, P. M. & nesse.fr/nesse/activities/reports/mind-the- Hazari, Z. (2012). Out-of-School Time Science gap-1 Activities and Their Association with Career Interest in STEM. International Journal of • Barber, M., & Mourshed, M. (2007). How the Science Education, Part B: Communication world’s best-performing school systems come and Public Engagement, 2(1), 63-79 DOI:10. out on top. McKinsey & Company, Singapore. 1080/21548455.2011.629455. • European Commission. (2007). Identiﬁcation • Dierking L. D. & Falk, J. H. (1994). Family and dissemination of best practice in science behavior and learning in informal science mentoring and science ambassador schemes settings: A review of the research. Science across Europe. Luxemburg: Publications Office Education, 78 (1), 57–72. of the European Union.

• Gerber, B. L., Cavallo, A. M. L. & Marek E. A. • European Commission (2014) White Paper (2001). Relationships among informal learn- on Citizen Science for Europe, Brussels, ing environments, teaching procedures and European Commission. scientific reasoning ability. International Journal of Science Education, 23(5), 535- 554, DOI:10.1080/09500690116971. 76 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

• Harlen, W. (2013). Assessment & Inquiry- Based Science Education: Issues in Policy and Practice. Italy: Global Network of Science Academies (IAP) Science Education Programme (SEP).

• Hart, R. A. (2013). Children’s participation: The theory and practice of involving young citizens in community development and environmental care. London, Routledge.

• McKinsey Education (2009). Shaping the future: How good education systems can become great in the decade ahead. McKinsey & Company, Singapore.

• Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved school systems keep getting better. McKinsey & Company, Singapore.

• SIS Catalyst (n.d.) Children as societal actors for a sustainable future, at http:// www.siscatalyst.eu/ 77

APPENDIX 4 Endnotes

1. European Commission (2010) “Europe 2020: 7. Science Europe (2013) Science Europe Commission proposes new economic strategy Roadmap, Brussels: Science Europe, p25. in Europe”, Press Release. http://europa.eu/ http://www.scienceeurope.org/uploads/Public rapid/press-release_IP-10-225_en.htm DocumentsAndSpeeches/ScienceEurope_ Roadmap.pdf 2. European Commission (2010) EUROPE 2020: A strategy for smart, sustainable and inclusive 8. Giddens, A. (2002) Runaway world: How growth, COM(2010)2020, Brussels: European globalisation is reshaping our lives, London: Commission. http://ec.europa.eu/eu2020/pdf/ Profile books. COMPLET%20EN%20BARROSO%20%20%20 9. Tsai, C. (2014) “The Case for Social Innovation 007%20-%20Europe%202020%20-%20 Micro Credentials”, Stanford Social Innovation EN%20version.pdf Review Blog. http://www.ssireview.org/blog/ 3. Fullan, M. & Langworthy, M. (2014) A Rich entry/the_case_for_social_innovation_micro_ Seam: How New Pedagogies Find Deep credentials Learning. London: Pearson. 10. European Commission (2010) EUROPE 2020: 4. Sjøberg, S. and C. Schreiner March (2010) The A strategy for smart, sustainable and inclusive ROSE project: An overview and key findings, Oslo: growth, COM (2010)2020, Brussels: European University of Oslo, p11. http://www.cemf.ca/%5C/ Commission. http://ec.europa.eu/eu2020/pdf/ PDFs/SjobergSchreinerOverview2010.pdf COMPLET%20EN%20BARROSO%20%20%20 007%20-%20Europe%202020%20-%20 5. European Commission (2013) “Eurobarometer EN%20version.pdf Responsible Research and Innovation, Science and Technology”, Press Release. 11. National Research Council (2012) A Framework http://europa.eu/rapid/press-release_MEMO- for K-12 Science Education: Practices, 13-987_en.htm; VOICES Project at http://www. Crosscutting Concepts, and Core Ideas. voicesforinnovation.eu/phase_9_new.html Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on 6. European Commission (2014) Special Science Education, Division of Behavioral and Eurobarometer 419. Public Perceptions of Social Sciences and Education. Washington, DC: Science, Research, and Innovation, Brussels: The National Academies Press. (DG COMM “Research and Speechwriting” Unit). http://ec.europa.eu/public_opinion/archives/ ebs/ebs_419_en.pdf 78 SCIENCE EDUCATION FOR RESPONSIBLE CITIZENSHIP

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112. See STEM to STEAM at http://stemtosteam.org/ How to obtain EU publications

Free publications: • one copy: via EU Bookshop (http://bookshop.europa.eu); • more than one copy or posters/maps: from the European Union’s representations (http://ec.europa.eu/represent_en.htm); from the delegations in non-EU countries (http://eeas.europa.eu/delegations/index_en.htm); by contacting the Europe Direct service (http://europa.eu/europedirect/index_en.htm) or calling 00 800 6 7 8 9 10 11 (freephone number from anywhere in the EU) (*). (*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you). Priced publications: • via EU Bookshop (http://bookshop.europa.eu). KI-NA-26-893-EN-C

As the world becomes more inter-connected and competitive and as research and technological know-how expands, new opportunities along with more complex societal challenges arise. Overcoming these challenges will require all citizens having a better understanding of science and technology.

This expert report identifies the main issues involved in helping all citizens acquire the necessary knowledge about science to participate actively and responsibly in science- informed decision-making and knowledge-based innovation. It provides guidance concerning increasing the participation of enterprise and industry to science education policy and activities. It sets out the challenges we face and how science education can help Europe meet its goals and equip citizens, enterprise and industry in Europe with the skills and competences needed to provide sustainable and competitive solutions to these challenges.

Studies and reports

doi:10.2777/13004