Nistor, A., Jiménez-Iglesias, M., Gras-Velázquez, À., Berbenni-Rehm, C., Cantó, J., Cunha, C., Daumur, I., Debono, F., Diaz Marcos, J., Gil Docampo, M., Idin, S., Ioan, T., Janes, M., Jochemczyk, W., Kerkhoven, A., Lambrechts, P., Lammer, L., Laporta Grau, M., Lefkos, I., Lepuschitz, W., Muñoz, A., Oledzka, K., Olivotto, C., Ortiz, J., Owen, L., Palavitsinis, N., Perez-Rubio, V. J., Pinzi, V., Rogers, M. W., Roszkowska-Lech, B., Souza, G., Vuk, B. & Wasaznik, A. (2016)
Abstract: Fast-advancing societal changes require flexible educational systems, ready to equip students with the skills and competencies needed to respond to them. Projects in science education tend to be quick in picking up these trends and are already producing materials and activities aimed at introducing new scientific thought in the classrooms. But curriculum change in many countries is often a lengthy process, involving complex decision-making mechanisms. This paper draws from the discussions between managers and representatives of over 20 projects in science education, which took place during the 10thScientix Projects Networking Event and attempts to shed an overview on potential ways of introducing new STEM topics in educational curricula across Europe and beyond.
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