Abstract
This chapter presents the current situation of science education in Estonia. Estonian students have shown good results in international assessments of science achievement (e.g., PISA, TIMMS) which has raised international interest towards the Estonian educational system. Estonian educational system is based on the Lifelong Learning Strategy and the science curriculum puts emphasis on using technology to support learning and developing students’ inquiry skills. The future of science education in Estonia seems to be moving towards integrating science, technology, engineering, arts and mathematics (STEAM), developing students’ complex problem solving skills and general competences (e.g., digital competence, cultural and value competence, social and civic competence), connecting science with the real life and developing active citizens who use scientific thinking and creativity in their everyday lives. This can be done through solving socio-scientific issues and participating in citizen science projects. However, Estonian science and mathematics teachers are rather old and several challenges should be solved on the way.KeywordsSTEAMInquiry-based learningSocio-scientific issuesCitizen scienceGeneral competences
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