‘Science-teaching must be innovative’

A study on science-teaching in Europe highlights the importance of teacher-education in helping pupils develop a ‘scientific way of thinking’.  

“We increasingly rely on science. We all hear ‘experts’ advising on subjects of public concern, such as climate change or GMOs in our food. Their expertise comes from science. If we are to appreciate what they are telling us and how they reach their views, we all need a ‘scientific culture’ – we need to be able to judge what we are being told,” according to Education Commissioner Ján Figel. 

The Eurydice study on Science Teaching in Schools in Europe, published on 28 September 2006, highlights the role of science teachers in pupils developing ‘a scientific way of thinking’. The study, which gives a comparative analysis of current official regulations relating to science-teaching in 30 European countries, focuses on teacher education programmes, the school curriculum and standardised pupil assessment. 

Teachers’ ability to teach in innovative ways is, according to the study, the main link between the theory and practice of teaching. This is even more important as practical work contributes a great deal to pupils’ capacity to learn science and allows them to develop more complex cognitive skills. In addition, the cognitive level achieved by pupils is proved to be related to their teachers’ competence in the relavant discipline. “Developing a scientific way of thinking is about developing a holistic understanding of scientific activities and procedures, reflecting the approach of professional scientists,” the report states. But research suggests that current science-teaching has a more ‘stereotypical’ approach to practical activities. 

The study, completed with Commission support, is a contribution to the current debate on improving the effectiveness and attractiveness of science-teaching in the EU, which is one of the EU objectives contributing to the Lisbon agenda. The overall aim is to get more young people interested in science and for them to eventually become scientists capable of innovation in a knowledge-based society.

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