Science Education in Europe: Pedagogical Challenges

Abstract

In 2007, the Rocard report highlighted concerns with the type of science education presented in European classrooms [1]. Despite research on consrtructivism research teaching science remained mainly through a ‘transmission approach’ whereby the teacher passed on all the scientific knowledge that students had to then assimilate [2]. The result was a combination of active teachers and passive students. Furthermore, whereas science became more poignant in everyday life and science related careers increased, students’ interest and specialization in the field decreased drastically, creating a significant disparity between supply and demand. In this perspective, research and science educators have acknowledged the need for a change in both the quality and methodology of teaching science wherein students are given the opportunity to explore and engage in science and in doing so, to be the drivers of their own learning [3]. The European Commission has taken on the responsibility to support professors and academics working in this field, to adopt this inquiry based learning approach (IBSE) by financing projects such as PRI-SCI-NET, which focuses on equipping educators, particularly teachers, with the tools, skills, networking and collaboration opportunities to further enhance their repertoire. This paper focuses on the methodology and objectives of PRI-SCI-NET in addressing science education at primary level.