Horizon 2020: The challenges in the area of science education specified by the European Commission

Hoy ha tenido lugar la conferencia titulada “Horizon 2020: The challenges in the area of science education specified by the European Commission” a cargo de Peter Gray (Dr) , NTNU – Norwegian University of Science and Technology, dentro del Encuentro Challenges of Science Education: moving Howard Europe, and the local model, en el Palacio Miramar de Donosti, en el marco de los cursos de verano de la UPV-EHU.

Algunas de las ideas desarrolladas han sido las siguientes:


 Idealism at the heart of Bureaucracy:

  • The EU has the potential to overcome national self-internet, whilst also acting as a venue in which national and corporate self-interest is placed.
  • The EU bureaucracy is like a castle under siege, structurally strong but vulnerable due to lack of resources and external support.

The grand challenges of H2020

  • Social. e.g. Health, inclusive societies
  • Environmental: e.g. green energy, transport, oceans,
  • Economic: e.g. new business and innovation models.

 Responsible Research and Innovation

New forms of research governance, taking account of ….

  •  Public engagement
  •   Ethics
  •  Gender
  •  Open Access
  •  …. And Science Education

Horizon 2020- breaking the siege

  • All the societal challenges are science-based, and science education is a necessary foundation for public engagement with these challenges.
  • Inquiry-based science education would have been a god basis for this, but….

 The Legacy of FP7 in Science Education (2007-2013)

 SCIENCE EDUCATION in H2020 to build a Research and Innovation policy, which aims at covering the needs of the society, calls for focus on Science Education.

 Initiatives, reinforcing the link between Education and Future Career Developments, are necessary to boost European economic growth and competiveness

The INSTEM report

“INSTEM is a platform for ‘inquiry based teaching’ which enables the sharing of ideas, knowledge and experience from different projects and stakeholders in order to provide a synoptic overview of innovations in (science) education across Europe and to inform future practice. This will be undertaken from the perspective of policy makers, researchers and practitioners in dialogue. INSTEM acts as a vehicle to derive ideas for the future of STEM education from the experiences of past European projects funded”.

Creating a framework for teachers and science teaching educators:

To maintain the outcomes of our different projects and to create a guideline for inquiry based science teaching, INSTEM intends to put together a framework for teachers and science teaching educators.

 INSTEM conclusions

  • All projects were successful BUT….
  • … NO projects were successful
  • Short- term vs. long-term

 Short- term success

  • Implementation of teacher education/teacher professional development activities.
  • Production of materials for inquiry-based learning
  • Reporting on state of the art.

 Long- term paradox

  • No evidence that IBL has been permanently embedded in practice, although no provision for research in this area.
  • No evidence of long-term effects on scientific literacy
  • No evidence that the long-term career or university choices have been affected, although no provision for research in this area.


Research, Innovation and Development Deficit in Learning Education


Acerca de Elvira González

Asesora de Ciencias de la Naturaleza en el Berritzegune Central de Bilbao.
Esta entrada fue publicada en Eventos, Proyectos y etiquetada , , , , , , . Guarda el enlace permanente.


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