“Science Education for Active citizenship” is a publication on science education offers a 21st century vision for science for society within the broader European agenda. 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. The report 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.

2. Science Education for Responsible Citizenship
DG R & I , 2015 Report
byYves Beernaert,
Educonsult
TEMI conference,
Leiden ,15 – 17 April 2016

3. STEM education : key to Europe’s future
• More interest for STEM education up from 90 ties:i.a. through Lisbon strategy 2010
• DG EAC: MSTWG and reports 2004 – 2010:
• Peer learning visits + reports + compendium of good practices
• Linking MST education to the real world
• Creating partnerships with industry, universities etc.
• Gender imbalance, disadvantaged, gifted pupils etc.
• DG R & D:The Rocard report 2007:
• Major boost for IBSE / IBSME
• EU projects (till 2013):
• LLP programme: DG EAC
• FP 6 & FP7 projects: DG R & I:
• Science in Society: SIS
• Up from 2014: SWAFS: ScienceWith and For Society

4. 2007 Rocard report :Science education now: a
renewed pedagogy for the future of Europe
1. A reversal of science-teaching pedagogy to IBSE
increases interest in science
2. IBSE provides increased opportunities for cooperation
between formal and informal actors
3.Teachers key players in renewing science education :
networks
4. Upscale “Pollen” and “Sinus (Transfer)”-like initiatives
across Europe

5. 6 Recommendations 2007 report
1. Decision-makers must take action at local, reg.,
nat. and Eur. level
2. Promote IBSE and networks of teachers
3. Increase participation of girls
4. Promote participation cities and local community
5. Articulation between national and Eur. initiatives:
FP 7 and Education & Culture initiatives
6. Establish a Eur. Science Education Advisory Board

6. Countries with more or less holistic
STEM policies in formal education
• AT: : IMST, regional networks, University
of Klagenfurt
• BE (nl): STEM plan + networks
• DE: MINT Forum (Siemens, Bosch etc.) +
SINUS (SINUSTransfer),TUWAS, Kleine
Forscher, GENAU etc.
• DK: Science municipalities, Jetnet-DK
• ES:Fundación Española para la Ciencia y la
Tecnología (FECYT
• ESTONIA: various foundation initiatives
• FI: LUMA programme + LUMA national +
regional Centres
• FR: Sciences à l’école, PRESTE +
Fondation Lamap (EIST, ASTEP, MPLS) +
Fondation C’Génial
• IRL:Discover Science and Engineering
(DSE) programme
• IT: ENEAScuola + SID, Scientiam
Inquerendo Discere; 10 pilot centres
(Anisn)
• LV: School network
• MALTA: STEM
• NL: Delta Plan SC &T: Bèta Platform +
Regional science centres and science hubs
+ school network
• NO: Science for the Future
• SE: NTA + maths initiatives
• UK: STEM programme; National +
Science learning Network

7. 6 Recommendations of the DG R & I
2015 report
1. SC ED an essential component of a learning continuum for
all, from pre-school to active engaged citizenship.
2. SC ED should focus on competences with an emphasis on
learning through science and shifting from STEM to STEAM by
linking science with other subjects / disciplines.
3.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.

8. 6 recommendations of the 2015
DG R & I report
4. 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 to improve employability and
competitiveness.
5. 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.
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.

9. Contents of the 2015 report
• Importance of Science Education
• Problems and challenges of SC ED
• How to respond to the challenges:
• 6 high-level objectives and recommendations
• A framework for SC ED for ResponsibleCitizenship
• The SC ED Research Programme
• Interesting practices

10. Challenges addressed by 2015 Report
Science education for responsible citizenship
• Lack of science teachers
• Lack of quality of the science teachers
• Focus on pre-service, induction and CPD for science teachers
• More integrative and interdisciplinary approach: STEM and STEAM
• More links between classroom and research: reflective teacher
• Lack of youngsters choosing STEM studies and/ or careers
• Gender issues
• Socially disadvantaged groups and “weaker” groups
• Need for more cooperation between various stakeholders and schools:
• Cooperation with companies, researchers, civil society: e.g. FP 7 Ingenious project,
• The importance of enhancing the sustainability of key projects
• Links between formal, informal and non formal science education
• Focus on RRI
• Responsible Research and Innovation

11. Challenges addressed by 2015 Report
SC ED for responsible citizenship (ctd)
• Need to strengthen the STEM education community
• SCIENTIX
• The STEM Alliance, European Schoolnet / SCIENTIX
• The STEM Coalition (Bèta platform) etc.
• The Utrecht STEMThinkTank
• Need for more systemic strategies and policies in STEM
education
• Support to Ministries by Commission and European networks
• Cooperation between policy makers
• Strategic partners with systemic activities:
• Science Learning Network (UK), Maisons pour la science (F), Regional Bèta
networks and hubs (Nl), Luma centres (FI),German initiatives i.a. SINUS /
SINUSTransfer (DE), IMST project (AT), NO, Ireland, SID (IT)

12. 6 recommendations: DG R & I Report
SC ED for Responsible Citizenship
• SC ED in a LLLearning continuum
• From STEM to STEAM : A = ALL disciplines
• Quality of teacher education: 3 I’s
• Collaboration withALL stakeholders
• Research – Industry/Business – Civil society
• Promoting RRI & public understanding SC
• Connect SC ED strategies & innovation at local, regional, national,
European and international level
6 recommendations are to be seen as building blocks
for national or regional policies or strategies

13. Key characteristics of the interesting practices
Educational / pedagogical factors
Competence focus
Active learning approaches: IBSE – focus on five Es
Inclusiveness
CPD of teachers
Psychological factor
Informative factor
Social factor / societal factor
Systemic factor

14. 1. SC ED essential component of a learning
continuum from pre-school to active citizenship
• SC ED compulsory throughout school education from
kindergarten to adult life
• SC ED in a LLL perspective
• Scientifically-informed citizens
• SC ED should enable and empower students of all talents and
of ages:
• equity, girls, socially disadvantaged, gifted
• Links classroom and the world around
• Enhance scientific inquiry IBSE
• Systemic change

15. 1. SC ED an essential component of a learning continuum
from pre-school to active citizenship
• Pre-school IBSE:
• Science in the kindergarten: Cyprus
• Primary school
• Wonderful world of watercress: UK
• Primary and lower secondary school:
• Luka’s land of discovery: photonics: DE
• Upper secondary school
• Quantum spin-off schools – High-Tech + entrepreneurship: BE
• Girls
• Railsgirls, FI
• Athena Swan, UK

16. 2. SC ED focus on competences, emphasis on
learning through SC and shifting from STEM to
STEAM
A stands for “ALL” disciplines not only “Arts”
• Promote interdisciplinary / transdisciplinary learning:
• Societal challenges are multidisciplinary
• Successful learning depends on horizontal connectedness
• Acquire through SC ED key competences contributing to personal
development, to social integration / active citizenship and to
employability
• Synergies science, entrepreneurial creativity and innovation.
• Learn SC thanks to other disciplines; other disciplines thanks to ESC
• Enhance IT competences throughSC ED
• Promote various SOFT skills

17. 2. From STEM to STEAM
• INVESTIGARTE: Spain
• Hackidemia: NASA (36 countries)
• STEAM Academy : USA
• ENISCUOLA CULTURA: Italy
• DEMOLA centres, FI + international

18. 3. Quality of teaching: Induction, PRE-service
preparation and CPD should be enhanced
• Improve teaching quality : teacher competences and (inter)disciplinary
knowledge : teachers and pupils learn together
• Teacher recruitment problems: attract qualified, motivated SC teachers
• Quality CPD : co-creation, co-implementation,Co-evaluation
• Collaborative networks of educators, teachers, students SC ED
researchers, Companies etc.
• Close the research – practice gap
• Evaluation: a shift towards Assessment for Learning
• Embed RRI in teacher education and teaching: ethics
• Undergraduate and post-graduate community-based research and
volunteering
• European standards and guidelines for SCD ED
See also 2015 DG EAC report on InitialTeacher education+ CPD + Induction

19. 3. Quality of teaching, induction, PRE-
service preparation and CPD
Systemic examples:
• National Science Learning Network, UK + schools
• Maisons pour la science, FR
• Luma science centres, FI
• Bèta STEM networks & Hubs , NL + Schools
• SID pilot centres, IT
• TEMI:CPD courses
H.Ed. Students as buddies
• ASTEP: H.Ed. Students assist primary school teachers, FR
• INTIZE: H. Ed. Students assist school children, SE
• MATTE Centrum: maths tutors, SE & DK

20. 4. Collaboration formal, non-formal and informal
educational providers, enterprise and civil society: SC
Studies / careers
• Encourage “Open schooling”
• Schools in cooperation with other stakeholders become agents of
community well-being
• Families as real partners
• Professionals from companies (also SMEs) etc. bring real-life projects to
classroom
• Develop co-creative partnerships / networks
• Broaden student awareness of SC studies / careers
• Develop guidelines to integrate responsibility and responsiveness
into formal, informal and non-formal SC ED

21. 4. Collaboration formal, non-formal and informal
educational providers, enterprise and civil society
• Jet-NetYouth andTechnology Network , NL
• Future in food programme, Scotland
• STEM Ambassadors scheme, UK
• LEKTOR2Scheme, DK
• Science gallery, IE
• SETAC, Science education as a tool for active citizenship,
IT (Cooperation school – science museums)

22. 5. Promote Responsible Research and Innovation
(RRI) and enhancing public understanding of
scientific findings
• Strengthen links scientists, researchers, SC educators and the
media to facilitate understanding SC
• Embed social, economic and ethical principles in SC ED to
enhance active citizenship and employability
• Communicate, share and disseminate publicly-funded SC ED
research outcomes
• Open and on-line access
• Share knowledge of and about SC Ed for responsible citizenship
with colleagues around the world
• Joint projects, enhanced mobility
• Involve citizens directly in SC Research and innovation projects

23. Promote RRI and enhancing public
understanding of scientific findings
• Wissenschaft im Dialog , DE
• ME & MY CITY project, FI
• The European Union Contest forYoung scientists
• Famelab: science communication competition, UK, 30
countries
• Patient and community groups, UK
• FP 7 project RRITOOLS, 2013 - 2016
• a project to foster RRI for society, with society."

24. 6. Connect innovation and SC ED strategies, at
local, reg., nat., Eur. & internat.
• Strengthen links between RRI strategies at various levels to
overcome disparities across Europe
• SC ED reform part of systemic efforts
• Collaborate and share knowledge of and about SC, SC ED and SC
communication on global challenges with international partners
• International collaboration or partnerships
• Sharing expertise and practices with less fortunate countries
• An agreed set of international guidelines on SC ED, evidence-based,
collaborative and inclusive
• International benchmarks for quality & excellence
• A SMART, SUSTAINABLE and INCLUSIVE Europe in an
INTERNATIONAL context
• European and global citizenship : solidarity

25. Connect innovation and SC ED strategies, at local, reg.,
nat., Eur. & internat
• Ingenious FP 7 project:
• School –industry strategies to promote STEM
• TEMI, FP 7 project
• Fibonacci, FP 7 project (EU plus international)
• Science Municipalities, DK
• LASER (Leadership andAssistance for Science Education Reform),
Washington state, USA
• Scientix : FP 7 portal
Scientix ambassadors, website, reports, good
practices, nat. / Eur. conferences, etc.

26. Some recommendations to ministries,
schools, heads and teachers
• Define STEM strategies with priorities for action in three I’s +
schools (particular: key role Head )
• Develop a STEM strategy for the school + Implementation plan
• Involve and inform all stakeholders actively
• Include evaluation of IMPACT up from the beginning:
• Make networks of STEM schools at local or regional level:
• learning community / community of practice
• Build on existing good practices: e.g.TEMI
• Contribute with STEM to:
Declaration on promoting citizenship and the common
Values of freedom, tolerance and non discrimination through
Education, March 2015

27. Some References
• Science education for responsible citizenship report, DG R & I, August 2015
• Rocard report :Science education now: a renewed pedagogy for the future of
Europe, 2007
• Lessons in excellent science education: 10 years of impact on teachers, pupils and
schools,York NSLC, October 2015
• TALIS 2013 Results:An International Perspective onTeaching and Learning
• EU report 2015:The teaching Profession in Europe: Practices, perceptions and
policies
• (EU) Council conclusions of 20 May 2014 on effective teacher education
• Science Education in Europe: National Policies, Practices and Research
http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/133EN.p
df
• Mathematics Education in Europe: Common Challenges and National Policies
• http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/132EN.p
df
• Literature review Quality inTeachers’ continuing professional development: EU
report thematicWG, 2011
• Evaluating Professional Development,Thomas R. Guskey, 2000

28. Thanks for your
attention
Questions?

30. Essential features of IBS(M)E
• 1. Learners are Engaged by scientifically oriented questions.
• 2. Learners give priority to Evidence, which allows them to develop and evaluate
explanations that address scientifically oriented questions.
• 3. Learners formulate Explanations from evidence to address scientifically oriented
questions.
• 4. Learners Evaluate their explanations in light of alternative explanations, particularly
those reflecting scientific understanding.
• 5. Learners communicate and justify their proposed explanations.
(NRC, 2000)
References
• Artigue, M., Dillon, J., Harlen, W., Léna, P. (2012) Learning through Inquiry, Fibonacci FP 7 project
• Levy, P., Lameras, P., McKinney, P. and Ford, N. 'Essential features' of inquiry-based science education: a critical review and framework
• National Research Council. (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington D.C. : The
National Research Council.
• Ropohl, M., Rönnebeck, S., Bernholt, S., Köller O. (2013)Assess Inquiry in Science, Technology and Mathematics Education: A definition of inquiry-
based STM education and tools for measuring the degree of IBE

31. IBSE: 5E constructivist learning cycle:
Engage, Explore, Explain, Extend (or Elaborate), and Evaluate.
• ENGAGE:The purpose for the ENGAGE stage is to pique student interest and get them
personally involved in the lesson, while pre-assessing prior understanding
• EXPLORE:The purpose for the EXPLORE stage is to get students involved in the topic;
providing them with a chance to build their own understanding; EXPERIMENT /
EVIDENCE
• EXPLAIN:The purpose for the EXPLAIN stage is to provide students with an
opportunity to communicate what they have learned so far and figure out what it
means
• EXTEND:The purpose for the EXTEND stage is to allow students to use their new
knowledge and continue to explore its implications
• EVALUATE:The purpose for the EVALUATION stage is for both students and teachers
to determine how much learning and understanding has taken place