Trust in science has faced challenges in recent years, with various factors contributing to this decline. The spread of misinformation anddeliberate disinformation on the internet and social media can lead to the distortion of scientific facts. It is often challenging to correct falseinformation once it has taken hold. A significant portion of the population lacks a basic understanding of scientific concepts and thescientific method. Scientists may use technical language that is difficult for the general public to understand. Communicating complexideas in plain language without oversimplifying can be a challenge.
Overcoming these challenges requires a multifaceted approach that involves scientists, teachers and policymakers. It involves improving science education and fostering a culture of trust and integrity in science.
Inquiry-based learning (hereinafter referred to by the abbreviation IBL) in schools can play a crucial role in strengthening trust in science for several reasons: IBL encourages students to actively engage with scientific concepts. They learn by asking questions, conducting experiments, and drawing conclusions. This hands-on approach allows students to see for themselves how the scientific process works, which can build confidence in the scientific method. This concept also encourages interdisciplinary exploration. This can help students see how different scientific disciplines work together to solve complex problems, emphasising the connectivity of science. IBL promotes critical thinking and problem-solving skills. When students are encouraged to question, analyse, and evaluate information, they become better equipped to distinguish credible scientific information from pseudoscience or misinformation.
Science is often about dealing with uncertainty and revising conclusions as new evidence emerges. Inquiry-based learning allows students to experience this firsthand. They learn that scientific knowledge evolves, and this can lead to a more realistic view of scientific findings. Teachers play a critical role in shaping students' attitudes towards science. When educators facilitate inquiry-based learning, they foster trust in science. Direct experience with scientific experiments and investigations can make scientific concepts more tangible and relatable. This can inspire a sense of curiosity about the natural world, which can contribute to a more positive view of science. This concept of learning equips students with problem-solving skills that are transferable to various aspects of life. This broader skill set can lead to greater appreciation and trust in science's capacity to address societal challenges.
The overall objective of this proposal is to improve the teaching of science in the partner schools by implementing action- oriented, interdisciplinary and inquiry-based teaching behaviour. The objective is to change teachers' teaching style and students' learning behaviour in primary and secondary schools from a consumption-oriented to an action-oriented one through competence-oriented aspects such as critical thinking, cooperation and creativity. By actively engaging with and understanding interdisciplinary work, the project promotes an understanding of science and its processes. In addition to project management, this submission outlines three work packages, each with a specific objective in support of the project goal.
While BG/BRG Schwechat as the coordinator on the project, all project administrators (1 person per partner) will be expected to be transparent and rigorous about the processes used to conduct project activities. The cyclical nature of WP3 (Development, evaluation and implementation of IBL resources) will allow for evaluation, feedback and iterative development of the IBL scenarios and the professional development. The 5 Learning Teaching and Training workshops will serve as both teacher- training sessions and quality-assurance checks, with a feedback and evaluation session. Workshop feedback will also be sought using research instruments such as surveys and interviews. Through each workshop, resources will be critically evaluated and refined by the participants to ensure they are meeting the project expectations. A final evaluation report will be produced to document data gathered, findings and recommendations. Any dissemination events will also be evaluated, by measuring participant numbers and via an online, post-event survey that will explore participant satisfaction and appraisal of the demonstrated outputs. For activity progress monitoring, there will be check-ins at monthly management meetings when the appropriate lead partner will report on progress of results and upcoming scheduling of activities and events, workshops etc. Partners will be requested to submit timesheets to the coordinator every 6 months. The 5 face to face trans national meetings (TNM) are timed to align with points in the project when more in depth discussion and reporting on the WPs results, progress and quality is required.
The objective of work package 2 is to identify what is "best practices" in successful initiatives for inquiry-based learning (IBL) in the school types of the partners, i.e. specifically in primary schools and secondary schools in Spain, Greece and Austria and to show the current state of integration of IBL in the curricula of science, physics, biology, chemistry and technic and design (former craft) subjects in the partner countries. This output will provide a clear understanding of the extent to which IBL is currently used and identify trends, differences and common challenges. In analysing the differences in science teaching in the partner countries, the advantages and disadvantages of the subject Science in Spain and Greece and the separate science subjects Biology, Physics and Chemistry in Austria are considered. A comparison of curricula across partner countries will facilitate co-creation of what we consider best practice, which will underpin development of appropriate support for teachers. Measuring teachers’ (and students’) experiences in participating schools and tracking change over time will provide important information to school management.
The objective of WP3 is to facilitate learning exchanges, develop and support communities of practice (hereinafter referred to by the abbreviation CoP) within and between partner schools to promote student engagement and interest in science at different levels. Resources and professional development activities developed in WP3 are shared and refined within the CoPs and have a direct impact on teachers and their students. The lesson plan development for inquiry based learning will challenge teachers to move outside their comfort zone and require them to think critically about technology and the world their students inhabit. It will support teachers to become more reflective on their teaching practice and, in due course, to create learning activities in a more efficient manner.
The objective of Workpackage 4 is to ensure that the results of the project are shared widely with teachers and relevant stakeholders, guaranteeing that its impact is recognised within policy and practice spheres.