Database of Publications

Date: 2014.10.13

Posted by I. Morales (Spain)

Message: This document is essential to everybody who wishes to learn about the problems of science education in Europe. In this report we can read which are the problems in chemistry and science teaching: lack of interest of students and the need of renewal of science education. This document shows us that the correct way to solve the lack of interest in the scholar science: inquiry-based methods, teachers developing of teacher skills, teachers working together in networks, and the governments support to Science Education. The report notes that many initiatives in Europe actively contribute to renewal in Science Education. Like Polen or Sinus Transfer.The document shows aspects of Sciences teaching that can be really useful for Secondary teachers and some of the possible solutions including a description of necessary teaching approaches. From my point of view, this document is interesting and relevant and it can enrich our view of the teaching of Sciences.

Date: 2012.10.03

Posted by Caterina Bignone (Italy)

Message: This paper shows the European Commission report (Michael Rocard, 2007) about the analysis of the decay of interest for scientific subjects in young European students.
The Rocard report is important, even if it is not with particular reference to chemistry, because it:
Underlines the problem of decay of interest for scientific subjects into the European context;
Underlines possible consequences;
Underlines possible causes;
Underlines possible solutions;
Underlines possible recommendations to carry them out;
Underlines solutions already carried out.
This paper explains the causes for students’ lack of motivation not to study chemistry in particular, but to study scientific subjects more in general, like: improper teaching methodology, incomplete teachers’ scientific background in primary schools in particular, frequently more interest given to contents then to notions and methods, excessive quantity of contents and too much abstracts and lacking collaboration between teachers. All these causes concern the teaching process and I believe that will be useful to evaluate the students’ lack of motivation to study chemistry but also to motivate teachers and experts to adopt better teaching methodology to motivate students.
The paper reports some projects about experiences in motivating students to study scientific subjects in general for example:
Pollen&Sinus – Transfer: already successfully tested in Europe
IBSE – Inquiry-Based Science Education and PBL – Problem-based Learning: where the teaching methodology is based on the investigation that encourage questions, a better understood of phenomena and problem solving.
These methods are daily relevant in teaching practice. IBSE methodology, in particular, results more demanding but on the other side more satisfying for teachers, better and more interesting for students.

Date: 2012.09.11

Posted by Brian Dillon (Ireland)

Message: This report highlights an alarming decline of interest among young people in science and mathematics in recent years. It expresses concern that if this decline is not reversed the consequences for Europe will be an inability to innovate and a lack of quality in research. The European Commission has in this study asked an expert group to look at a cross-section of initiatives and to draw from them elements of good practice which could bring about a radical change in young people’s interest in science studies.
Though there is an acceptance that the reasons for this lack of interest are complex there is firm evidence to indicate a connection between attitudes towards science and the way science is taught. The Eurobaromter Study 2005 reports that only 15% of Europeans are satisfied with the quality of science classes in school. It believes that traditional formal science education can stifle the natural curiosity of young children. It also notes that many primary school teachers lack knowledge and self-confidence in science and take a traditional ‘chalk and talk’ approach rather than inquiry based methods that require deeper science understanding. Another report “Europe Needs More Scientists” comes to similar conclusion. It concludes that Science Education is failing because teaching is too abstract, without sufficient time to experiment, observe or interpret.
The report notes that many initiatives in Europe actively contribute to renewal in Science Education. These are usually small-scale relying on a combination of dynamic teacher, working in tandem with parents, companies, scientists, researchers and university students. As these projects rely on the motivation and goodwill of a few individuals, they haven’t the ability to scale up due to budgetary pressures, and the risks to their permanence and sustainability are high.
I agree with the reports view that primary school corresponds to the time when children have the strongest sense of natural curiosity and it is the right time to first tackle deficiencies in science education.
Crucial to any change are teachers skills and I support the recommendation to further develop teachers’ skills in pedagogy and content.
Initiatives that include a large diversity of practices in science teaching are welcome, in particular problem-based inquiry process, hands-on activities, teamwork and independent work on open-ended questions.
What is most assuring are examples of good practice (Pollen, Sinus-Transfer) which show that improved practice is not solely about complicated experiments involving costly equipment. Inquiry-based science education (IBSE) would face serious hurdles if educators were to believe that it was dependent on a having a level of resources which may not exist in the classroom.