Académique Documents
Professionnel Documents
Culture Documents
RTD info is our quarterly magazine keeping you in touch with main developments
(results, programmes, events, etc).
It is available in English, French and German. A free sample copy or free subscription can be
obtained from:
European Commission
Directorate-General for Research
Information and Communication Unit
B-1049 Brussels
Fax: (32-2) 29-58220
http://ec.europa.eu/research/rtdinfo/index_en.html
EUROPEAN COMMISSION
6GZcZlZYEZYV\d\n[dgi]Z;jijgZd[:jgdeZ
Freephone number:
00 800 6 7 8 9 10 11
The views expressed here are those of the authors and may not in any circumstances be regarded
as stating an official position of the European Commission.
LEGAL NOTICE
Neither the European Commission nor any person acting on behalf of the Commission is responsible
for the use which might be made of the following information.
A great deal of additional information on the European Union is available on the Internet. It can be
accessed through the Europa server (http://europa.eu).
ISBN – 978-92-79-05659-8
ISSN 1018-5593
\ Who’s who?
President : Michel Rocard, Member of the European Parliament and former Prime Minister of France
Rapporteur : Valérie Hemmo, Rapporteur for the Science Education Activity of the Global Science
Forum, OECD
Peter CSERMELY of Semmelweis University, Budapest, a Molecular Biologist and Winner of the
2005 Descartes Prize for Communication;
Doris JORDE of the University of Oslo, President of the European Science Education Research
Association;
Dieter LENZEN, President of the Freie Universität Berlin and former Chairman of the German
Society for Science Education;
\ Executive summary
In recent years, many studies have highlighted an alarming decline in young people’s interest for
key science studies and mathematics. Despite the numerous projects and actions that are being
implemented to reverse this trend, the signs of improvement are still modest. Unless more effec-
tive action is taken, Europe’s longer term capacity to innovate, and the quality of its research will
also decline. Furthermore, among the population in general, the acquisition of skills that are be-
coming essential in all walks of life, in a society increasingly dependent on the use of knowledge,
is also under increasing threat.
In consequence, the European Commission has tasked this group of experts to examine a cross-
section of on-going initiatives and to draw from them elements of know-how and good practice
that could bring about a radical change in young people’s interest in science studies - and to
identify the necessary pre-conditions.
Since the origins of the declining interest among young people for science studies are found
largely in the way science is taught in schools, this will be the main focus.
In this context, whereas the science education community mostly agrees that pedagogical prac-
tices based on inquiry-based methods are more effective, the reality of classroom practice is that in
the majority of European countries, these methods are simply not being implemented.
The current initiatives in Europe actively pursuing the renewal of science education through “in-
quiry based” methods show great promise but are not of the scale to bring about substantial
impact, and are not able to exploit fully the potential European level support for dissemination
and integration.
The findings and recommendations of the experts group are summarized below.
Teachers are key players in the renewal of science education. Among other
methods, being part of a network allows them to improve the quality of their
teaching and supports their motivation.
Networks can be used as an effective component of teachers’ professional development, are
complementary to more traditional forms of in-service teacher training and stimulate morale
and motivation.
Recommendation 1:
Because Europe’s future is at stake decision-makers must demand action on improving science
education from the bodies responsible for implementing change at local, regional, national and
European Union level.
Recommendation 2:
Improvements in science education should be brought about through new forms of pedagogy:
the introduction of inquiry-based approaches in schools, actions for teachers training to IBSE,
and the development of teachers’ networks should be actively promoted and supported.
Recommendation 3:
Specific attention should be given to raising the participation of girls in key school science sub-
jects and to increasing their self-confidence in science.
Recommendation 4:
Measures should be introduced to promote the participation of cities and the local community
in the renewal of science education in collaborative actions at the European level aimed at ac-
celerating the pace of change through the sharing of know-how.
Recommendation 5:
The articulation between national activities and those funded at the European level must be im-
proved and the opportunities for enhanced support through the instruments of the Framework
Programme and the programmes in the area of education and culture to initiatives such as Pollen
\ 0
and Sinus-Transfer should be created. The necessary level of support offered under the Science
in Society (SIS) part of the Seventh Framework Programme for Research and Technological De-
velopment is estimated to be around 60 million euros over the next 6 years.
Recommendation 6:
A European Science Education Advisory Board involving representatives of all stakeholders,
should be established and supported by the European Commission within the Science in Society
framework.
0 /
\ Introduction
In recent years, many studies have high- time constraints under which it was to com-
lighted an alarming decline in young people’s plete its task; however, the group sought and
interest for key science studies and math- received direct contact with the coordinators
ematics. Despite numerous projects and ac- of a number of promising initiatives as well
tions that are being implemented to reverse as meeting with representatives from several
this trend, the signs of improvement are national ministries responsible for research
still modest. Unless more effective action is and education policies (see Appendix1).
taken, Europe’s longer term capacity to inno-
vate, and the quality of its research will also
decline. Furthermore, among the population
in general, the acquisition of skills that are
becoming essential in all walks of life, in a
society increasingly dependent on the use of
knowledge, is also under increasing threat. What is meant by “Science”?
\ 1. Background analysis
Observation 1 With over 80% of Europeans (Eurobarometer
A major threat to the future of 2005) considering that “young people’s inter-
Europe: science education is far est in science is essential to our future pros-
from attracting crowds and in many perity” it is surprising that fewer young people
countries the trend is worsening. are taking up key science studies. This lack
Recent work by the OECD1 indicates that over of interest shown by young people for science
the last decade, in many European countries, learning is truly an issue of great importance,
the number of young people entering universi- as science education is vital for:
ties is increasing but they are choosing study
fields other than science and in consequence \P roviding all citizens with both science liter-
the proportion of young people studying sci- acy and positive attitude towards science.
ence is decreasing (see appendix 2). Moreo- There is obviously a need to prepare young peo-
ver, in certain key areas such as mathemat- ple for a future that will require good scientific
ics and physical sciences - areas that are knowledge and an understanding of technology.
at the heart of sustainable socio-economic Science literacy is important for understanding
development – even the absolute number of environmental, medical, economic and other
students is falling in some countries. Indeed, issues that confront modern societies, which
some universities in Europe are reporting a rely heavily on technological and scientific ad-
halving in the number of students enrolled in vances of increasing complexity.
physics since 1995.
However, the key point is equipping every
When looked at from a gender perspective citizen with the skills needed to live and work
the problem is even worse as, in general, girls in the knowledge society by giving them the
are less interested in science education than opportunity to develop critical thinking and
boys. As shown by the OECD Programme for scientific reasoning that will enable them to
International Student Assessment (PISA) make well informed choices. Science edu-
study, at 15 years old, there is already a cation helps fighting misjudgements and
strongly gendered pattern and in most coun- reinforcing our common culture based on
tries females are significantly less interested rational thinking.
in mathematics than males. This pattern of
gender differences continues with women \ Ensuring that Europe is training and re-
choosing fewer academic studies in math, taining sufficient numbers of high level
science and technology (MST). In fact, at the scientists and engineers needed for its
European level, girls account only for 31% of future economic and technological devel-
MST graduates (2004). opment.
Availability of highly qualified science and
Observation 2 technology professionals is a key factor for
A general consensus on the crucial the establishment, import and success of
importance of science education. high-tech industry in the European Union.
Europe should be in a position to anticipate
1
E
volution of Student Interest in Science and Technology Studies – Policy Report; Global Science Forum,
OECD, May 2006
/
rather than follow demand as it moves to- Education Council stated the need to “in-
wards a knowledge based economy. Further- crease the general levels of scientific cul-
more the link between the local availability ture within society”.
of a highly skilled workforce and investment Science was clearly promoted as a need for
decisions as regards, for example, the loca- all citizens: “Expertise in science and tech-
tion of R&D facilities is very apparent in global nology is increasingly called upon to con-
economic terms. tribute to public debate, decision making
and legislation. The citizen needs to have
Against this background, European policy a basic understanding of mathematics and
makers have not remained indifferent and science if she/he is to understand the is-
have subscribed to numerous declarations sues, and make informed - even if not tech-
as to the crucial importance of science nical – choices.”
education.
- This affirmation of the crucial importance
- The Lisbon summit placed the spotlight of science education was renewed and
on the need for European countries to act strengthened in the 18-months Programme
together to turn Europe into the most com- of the German, Portuguese and Slovenian
petitive knowledge-based economy in the Presidencies.
world. The summit recognised the need for heir programme states explicitly that “the
T
action: action to foster a knowledge-based presidencies will endeavour to foster a bet-
society and action to promote education ter environment and better conditions for re-
and training. search activities by addressing issues such
At the Lisbon summit of 2000 Heads of as: (…) reinforcement of human resources in
State and Government of the European Un- science and technology; promoting scientific
ion recognised that Europe’s future prosper- and technological education and culture”.
ity is dependent on creating an environment
in which the use of knowledge becomes the - The Decision of the European Parliament
cornerstone of socio-economic develop- and of the Council concerning the Seventh
ment. A succession of European summits Framework Programme of the European
from Lisbon to Barcelona in March 2002 Community for research, technological
ended with the establishment of a European development and demonstration activities
Strategic goal to increase the average Euro- provides a basis for support for collabora-
pean share of GDP dedicated to research up tive action.
to 3% by 2010. This means increasing the Under the Science and Society part it calls for
number of researchers by half a million and the “creation of an open environment which
the overall research personnel by 1.2 million. triggers curiosity for science in children and
young people, by reinforcing science educa-
- In its report to the European Council on tion at all levels, including schools, and pro-
the concrete future objectives of edu- moting interest and full participation in sci-
cation and training systems (2001), the ence among people from all backgrounds”.
\
\T
he earlier the better: science teaching
at primary school has a strong long-term
impact. Primary school corresponds to the
time of construction of intrinsic motiva-
tion, associated with long-lasting effects,
it is the time when children have a strong
sense of natural curiosity and it is the right
time to tackle gendered patterns.
\ 3. Findings
Finding 1 \ IBSE techniques are effective on students
A reversal of school’s science- groups for which traditional deductive
teaching pedagogy from mainly methods are ineffective.
deductive to inquiry-based
methods provides the means to Using IBSE methods has been shown to have
increase interest in science. a positive impact on students’ attainments,
\ Inquiry-based methods proved their ef- with an even stronger impact on the students
ficacy in science learning at primary level with lower levels of self-confidence and those
with increasing both children’s interest and from disadvantaged backgrounds. This al-
teachers’ willingness to teach sciences. lows science education to be inclusive, which
is of utmost importance in a knowledge so-
IBSE emphasizes curiosity and observations ciety where being scientifically illiterate is of
followed by problem solving and experimen- such high cost for both the individual and the
tation. Through the use of critical thinking society in general.
and reflection, students are able to make
meaning out of gathered evidence. \ Science Teaching based on inquiry-based
methods does not mean giving up the am-
Moreover, IBSE is perfectly adapted to the bition of excellence.
younger audience of primary schools. This is
a key advantage as starting science educa- Indeed, these practices may be used to create
tion at this age allows making the best use of the most favourable conditions and attitudes
this ‘curiosity golden age’. (interest, self-confidence) to reach the deep-
est levels of knowledge for the most talented,
In addition, inquiry-based methods provide creative and motivated students.
children with opportunities to develop a large Moreover, IBSE allows for the development of
range of complementary skills such as work- crucial intellectual skills in addition to knowl-
ing in groups, written and verbal expression, edge acquisition, the basis for all types of
experience of open-ended problems solving higher level of education.
and other cross-disciplinary abilities.
\ Finally, the two approaches are not mutu-
\ IBSE methods are also effective in second- ally exclusive and can and should be com-
ary education. bined in any science classroom to accom-
modate for different kinds of scientific
However, this approach faces more reluc- topics, different mindsets and age groups
tance from teachers as they often consider preferences.
it as time-consuming leading to conflict with
the requirement to deliver curricula content.
13 /
2
Belgium, Estonia, France, Germany, Hungary, Italy, the Netherlands, Portugal, Slovenia, Spain, Sweden,
and the United Kingdom.
15 /
t echniques that have been demonstrated to In addition, Pollen has already showed potential
work both in France (“la main à la pâte”) and, for scaling up. Indeed, after having been tried at
originally, in the United States. The initiative, local levels, it has already been scaled up twice
originally focusing mainly on primary schools, (at the national French level first, then at the Eu-
is now expanding into the secondary level. ropean level), with federating national and local
Pollen is supported through a Community pre-existing initiatives (in United Kingdom, Por-
grant of 1.75 million euro under the Science tugal and Sweden).
and Society part of the Sixth Framework pro-
gramme for research, technological develop- The specificity and strongest point of Pollen
ment and demonstration activities. is probably its ability to disseminate usable
techniques while at the same time respect-
Participating cities are provided with teacher ing the diversity of local contexts: indeed, its
training, specific resources for the classroom methods are particularly adapted and effec-
(learning units, teachers’ guides, material tive in this context.
and resources database, information book-
lets…), as well as a web support resource. \ Sinus-Transfer has already been exten-
Exchanges between teachers, scientists and sively tested in Germany
pedagogical experts are strongly encour-
aged and the scientific community engage- Sinus-Transfer provides secondary school
ment provides support to teachers. teachers with tools to change their pedagogi-
cal approach on science teaching. It includes
The positive results arising from Pollen are and emphasizes the importance of using sci-
many. The methods used by Pollen have entific inquiry and experimental approaches.
proven to raise primary teachers’ interest, The focus is put on teachers’ professional de-
self-confidence and skills in science teaching velopment: Sinus-Transfer is characterized
and therefore the quality and quantity of sci- by a long-term, school-based and collabo-
ence teaching sessions. Pollen also increases rative approach that is focused on students’
children’s interest in science learning activi- learning. It relates to didactical problems in
ties. The gender gap is reduced as a higher science classrooms and stimulates teach-
share of girls tends to actively participate in ers to evaluate and reflect their teaching in a
science-related activities. The increased in- process of continuous quality development.
terest and participation is even stronger with During the process a strong cooperation is
weaker children and those from disadvan- established between teachers within and be-
taged backgrounds. tween schools as well as between researchers
and practitioners.
Furthermore, Pollen has proved itself capable
of obtaining strong support from both com- The impact of Sinus-Transfer is very positive.
munity and scientific institutions (Academies The evaluations conducted show significant
of Sciences, higher education institutions). positive impact on student attainment, espe-
cially for weaker students. Large numbers of
\ 16
teachers have shown strong support and en- input in teacher training requiring a greater
thusiasm for this initiative. commitment from local education authori-
ties. Other high priority actions aimed at dis-
\ Two initiatives: common key points semination would include the adaptation of
the existing materials to national languages
Both projects propose an innovative peda- and contexts, the organisation of a more sys-
gogical approach, while not having any in- tematic evaluation of impact, improving the
tention of changing curricula or content, as adaptation of the IBSE method to secondary
defined by the relevant authorities. education and developing stronger interna-
tional student and teacher networks.
Moreover, both promote a pedagogy using
an inquiry-based approach that succeeds As regards Sinus-Transfer, priority should be
to develop excitement around science. They given to developing the concept outside of
both present the processes and methods of Germany in collaboration with other national
science together with its products and pro- programmes. The first steps towards inter-
mote a wide range of practices including in- nationalisation would be to translate and
quiry based activities, hands-on/minds-on adapt its methods and contents as well as
and group projects. to develop networks on a European level. An
important aim of these networks would be to
In their organisation too, they show strong foster exchange and collaboration between
similarities. Their action is based on the crucial subgroups that are concerned with
training, support and motivation of teachers, science teaching and science teacher pro-
providing them with pedagogical materials fessional development in Europe: science
and opportunities to be part of a network while teachers (schools), students, members of
respecting their independence. Moreover, support systems (e.g. teacher training insti-
both initiatives promote rich and long-term tutions, Universities, administration), inter-
links with the different stakeholders (students, national experts for science education (e.g.
teachers, parents, scientists, engineers, entre- educational researcher, science educators).
preneurs, R&D firms).
\ 4. Recommendations
The importance for Europe of having a well Recommendation 3
science-educated population is beyond Specific attention should be given
doubt. Given that innovative pedagogy has to raising the participation of girls
been developed and tested at a relatively in key school science subject, and
large scale, and that it has proved to be suc- to increasing their self-confidence
cessful, there is equally no doubt that spe- in science.
cific and urgent actions can be taken. The Priority should be given to initiatives that
following recommendations outline a set of specifically include gender issue among their
such actions. objectives including the presentation of role-
models for girls in the form of successful
Recommendation 1 women scientists, engineers and business-
Because Europe’s future is at women in the R&D field.
stake decision-makers must
demand action on improving Recommendation 4
science education from the bodies Measures should be introduced
responsible for implementing to promote the participation of
change at local, regional, national cities and the local community in
and European level. the renewal of science education
This issue should be given a central place in through collaborative actions
the Lisbon Strategy Renewal and be consid- at the European level aimed at
ered as an imperative priority. Member States accelerating the pace of change
should more actively promote and fund initia- through the sharing of know-how.
tives that contribute towards the renewal of Collaborative pilot actions conducted at the
pedagogy in science education. European level demonstrate that Community
support can be instrumental, not only in ac-
Recommendation 2 celerating the pace of change, but also in en-
Improvements in science education riching the newly developed techniques. The
should be brought about through participation of all stakeholders, including
the new forms of pedagogy: The experts of science education, teachers, stu-
introduction of the inquiry-based dents, parents, scientists, engineers and their
approaches in schools and the organisations, including schools, teacher and
development of teachers’ networks parent organisations, universities, research
should actively be promoted and institutes, science museums, science cen-
supported. tres, firms and local authorities is a key factor
Teachers must remain the key players in the for the success.
process of reform, but need better support
that complements professional training and Some initiatives were promoted by organisa-
stimulates morale and motivation. tions that work on informal science educa-
tion. Cities should use these initiatives in or-
der to foster and strengthen the links between
\ 18
formal and informal (curricular and extracur- \ The Advisory Board should monitor the
ricular) science education. It would be useful development of new initiatives aiming at
if resources, including human resources, were developing the use of inquiry-based meth-
dedicated to these links at local level. ods in science teaching and support their
cooperation and integration at a European
Recommendation 5 level, so as to avoid replication of multi-
The articulation between national ple small scale projects, allowing them
activities and those funded at the to benefit from synergies and knowledge
European level must be improved sharing.
and the opportunities for enhanced
support through the instruments of \ The Advisory Board should continue to
the Framework Programme and the support research and development of
EAC programmes to initiatives such projects that bring innovation to science
as Pollen and Sinus-Transfer should teaching throughout Europe. It should
be created. monitor innovative teaching practices and
The group is not in a position to quantify exact- other new developments in science educa-
ly how much extra funding should be allocated tion, including connections to the science
to this area, but notes that on the basis of the education community.
budgets of the activities that were examined,
a budget of 60 million euros over six years is \ The Advisory Board should organise the
not an unreasonable estimation as regards a evaluation of initiatives.
Community contribution.
Recommendation 6
A European Science Education
Advisory Board involving
representatives of all
stakeholders, including experts
of science education, teachers,
students, parent organisations,
scientists, engineers and firms,
should be established and funded
by the European Commission
within the framework of the above
instruments.
\ The Advisory Board should suggest ways
and means to encourage the development
of cross-disciplinary and multi-national
self-organization of science-interested
students in Europe.
19 /
\ 5. Conclusion
Although setting curricula remains the pre- nonetheless implemented it in different ways
rogative of the relevant bodies and ministries as a function of local conditions, thus dem-
within each Member State, much could be onstrating good flexibility.
done at the European level that would have a
substantive impact on the way that science
is taught: actions to promote the adoption
of new teaching techniques; actions aimed
at helping teachers present the subject in an
exciting and relevant manner; and actions
that stimulate inquiry-based learning among
young people.
\ 6. Appendices:
Appendix 1:
List of interviewees from national ministries responsible for research and education policies
\ Ms Elles Rinkel, Ministry of Education, Culture and Science (The Netherlands)
\ Mrs Kornelia Haugg, Ministry of Education (Germany)
\ Mr Werner Klein, Ministry for Education and Women of the Land Schleswig-Holstein (Germany)
\ Mme Florence Robine, Ministère de l’Education Nationale, de l’Enseignement Supérieur et de la
Recherche (France)
\ Mr Max Kesselberg, Ministry of Education and Research (Sweden)
\ Mr Thomas Overgaard Jensen, Head of Section at the Danish Ministry of Science (Denmark)
\ Ms Ana Noronha, National Agency for Scientific and Technological Culture (Portugal)
Appendix 2:
Figures from Evolution of Student Interest in Science and Technology Studies – Policy Report;
Global Science Forum, OECD, May 2006
HI:cigVcih HI<gVYjViZh HIE]9
;^caVcY Ijg`Zn
6jhigVa^V
6jhigVa^V ?VeVc
7Za\^jb"LVa#
@dgZV ;^caVcY
8VcVYV
JH6 EdaVcY
;^caVcY
Ijg`Zn <ZgbVcn
<ZgbVcn
?VeVc 7Za\^jb"LVa#
EdaVcY
Edgij\Va CZi]ZgaVcY
7Za\^jb";aV
;gVcXZ 9ZcbVg`
9ZcbVg`
7Za\^jb"LVa# 8VcVYV
?VeVc
7Za\^jb";aV JH6
CZi]ZgaVcY CdglVn Edgij\Va
EdaVcY ;gVcXZ
CdglVn
"- "+ ") "' % ' ) "- "+ ") "' % ' ) "- "+ ") "' % ' )
Average annual change in the share of ST students as a percentage of the total number of students (1993-2003)
21 /
IdiVacjbWZgd[e]nh^XVahX^ZcXZ\gVYjViZh
^chZaZXiZYXdjcig^Zh^cYZm&%%/&..)
&)%!%
&'%!%
&%%!%
-%!%
+%!%
)%!%
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003
France Germany Korea Netherlands Norway United-States
IdiVacjbWZgd[\gVYjViZh^cbVi]ZbVi^XhVcY
hiVi^hi^Xh^chZaZXiZYXdjcig^Zh^cYZm&%%/&..)
&+%!%
&)%!%
&'%!%
&%%!%
-%!%
+%!%
)%!%
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003
Appendix 3:
Females as a proportion of all MST graduates and students (source: DG EAC)
Publications for sale produced by the Office of Official Publications of the European Communities are
available from our sales agents throughout the world.
You can find the list of sales agents on the Publications Office website (http://publications.europa.eu) or
you can apply for it by fax (352) 29 29-42758.
Contact the sales agent of your choice and place your order.
KI-NA-22845-EN-C
In recent years, many studies have highlighted an alarming decline in young people’s interest for key science
studies and mathematics. Despite the numerous projects and actions that are being implemented to reverse
this trend, the signs of improvement are still modest. Unless more effective action is taken, Europe’s longer
term capacity to innovate, and the quality of its research will also decline. Furthermore, among the population
in general, the acquisition of skills that are becoming essential in all walks of life, in a society increasing
dependent on the use of knowledge, is also under increasing threat.
In consequence, the European Commission has tasked this group of experts to examine a cross-section of
on-going initiatives and to draw from them elements of know-how and good practice that could bring about a
radical change in young people’s interest in science studies - and to identify the necessary pre-conditions.
Since the origins of the declining interest among young people for science studies are found largely in the way
science is taught in schools, this is the main focus of this report.