EU Project Aims to Boost Undergraduate Studies in Science
by Increasing Engagement with Science
Lessons at School
Across the EU the number of students enrolling in science
degrees (especially in physical sciences) has decreased over the last decade. With
the objective of reversing this trend an EU funded project 'ESTABLISH' (European
Science and Technology in Action Building Links with Industry, Schools and
Home) is looking to secondary school classrooms to become the catalyst for
change.
11 European countries are collaborating in the €3.8m funded project
which brings together a broad spectrum of the scientific community including teachers,
parent groups, policy makers and academic researchers with the remit of driving
change in classrooms of 12-18 year old pupils.
The project teams approach is to develop and implement innovative
Inquiry-Based Science Education (IBSE) units and teacher education programmes
which will be adapted for each country across Europe.
Led by Dublin City University with coordination by Dr.
Eilish McLoughlin the project aims to drive greater interest in science
subjects at school, improve the take-up of science at university and also
increase the number of career ready science and technology graduates.
Industry will play a key role in helping inform the project
of real life experience of science in day to day applications as the
ESTABLISH team seeks to help establish connections between science taught in the
classroom and science carried out in industry.
ESTABLISH has already developed a number of new materials and
resources which are focused on
developing authentic experiences in science, and to accompany this has also
developed education programmes to help teachers adopt these new materials into their
existing teaching plans. The
project hopes this will help to improve engagement, stimulate learning and
promote intrinsic motivation in students, and with the knock on benefit of
raising awareness of career opportunities in science and technology.
For more information, please visit:
ESTABLISH
