Science Education

Education policies across Europe highlight the importance of the role science education plays in ensuring citizens have the requisite knowledge and skills to enable them to become ‘informed critical consumers of scientific knowledge”, according to the OECD. Today, society faces numerous global challenges, from climate change, pollution to malnourishment and hunger. Science is embedded in these challenges and science education has a crucial role in ensuring our students – future   decision makers – have the necessary knowledge and skills to make sense of and address them.

For the past thirty years or so the focus of science education throughout Europe has moved from an emphasis on teaching and assessing science content towards the development of students’ scientific literacy. This shift in science education has led to an increase in the number of students leaving formal education with science qualifications.

ALLEA Working Group Science Education

The ALLEA Science Education Working Group is committed to supporting the further progression of science education throughout Europe to ensure our students develop the necessary knowledge, skills, and motivation to participate as active citizens and to pursue careers in science.

Central themes of the group include:

  • Global Influences on Science Education
  • Development of students’ scientific literacy
  • Effective Continuing Professional Development (CPD) for teachers
  • Climate Change Education
  • Education for Sustainable Development

Climate Change Education in Europe

The ALLEA Working Group Science Education has published the initial results of the survey on climate education initiatives in Europe. The aim of this survey was to gain an in-depth overview of existing climate education initiatives currently being implemented across Europe.

The resulting data was analysed to identify common trends, gaps, strengths and weaknesses in relation to the content and pedagogical approaches to climate education in formal and non-formal education settings throughout Europe.

The results of this analysis will be used to develop evidence-based recommendations for policy and practice for progressing climate education in Europe.

  • Cliona Murphy (Chair) – Royal Irish Academy
  • Nils O. Andersen – Royal Danish Academy of Sciences and Letters
  • Benő Csapó – Hungarian Academy of Sciences
  • Maksym Galchenko – National Academy of Sciences of Ukraine
  • Stefan Jokic – Institute of Nuclear Sciences, Serbia
  • Lena Kjellen – Royal Swedish Academy of Sciences
  • Pierre Léna – Académie des Sciences, France (honorary chair)
  • Jan Lundell – LUMA Centre Finland
  • Odile Macchi – Académie des Sciences, France (past chair)
  • Giorgio Manzi – National Academy of Lincei, Italy
  • Pia Norrthon – Science and Technology for All Programme (NTA), Sweden
  • Svein Sjoberg – Norwegian Academy of Science and Letters
  • Petra Skiebe-Corrette – Free University Berlin, Germany

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