European Commission Ministerio de Ciencia Innovación y Universidades Consejo Superior de Investigaciones Científicas
Scientific Literacy at the School





Scientific literacy at the school: a proposal of a new methodology
ISBN: 978-84-09-02426-1

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Scientific literacy at the school: a proposal of a new methodology

The document has been structured into four parts.
The first part presents "A New Concept of Scientific Literacy", considering the challenge of new technologies and their influence at school.

The second part, "Scientific Competence of Teachers in the Countries of the Project", analyzes the different educational systems of these countries in relation to the scientific competence of their pre-service and in-service teacher, in account of the initial training of the educators and the subsequent continuous training they receive.

The third part, "A Proposal to Improve the Learning of Science in Early Stages", presents a historical introduction of the methods of teaching science used in the near past, as well as the description of the new methodology with which the CSIC at School has trained teachers for many years.

The fourth point, "Recommendations to Improve Scientific Learning at a Young Age", contains a final analysis and a meditation with suggestions and recommendations to Improving the Teaching of Science in School, considering it as a real ingredient of the common European Cultural Heritage.

Scientific literacy at the school. An inquiry about What is the world made of?
ISBN: 978-84-09-02470-4

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Scientific literacy at the school. An inquiry about What is the world made of?

This teaching guide has come out of the joint work of CSIC scientists and educators from Estonia, Lithuania, Poland, Italy, and Spain, which established a network of constant communication in order to implement innovative practices in science teaching for early educational stages.

It is likely that the success of this collaboration is due to the way human beings are attracted to the processes of discovery and exhibiting their new knowledge, as well as learning and teaching what they have found out: this is the essence of our nature, particularly in childhood. Indeed, teachers and scientists feel this attraction most strongly, and we are lucky to have them aboard in this project.

We have been able to investigate the capacity of children to visualise the world they cannot see with their eyes, so all the activities described below deal with the difference between the macroscopic and microscopic worlds.

In the research the students do, they find out what water is made of, what forces act when a drop sticks to another substance, what happens during evaporation, and how a paper clip can be supported by water.

Scientific literacy at the school. An inquiry about Archaeology in the classroom
ISBN: 978-84-09-02598-5

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Scientific literacy at the school. Archaeology in the classroom

This work was based on the proposals made by CSIC at School for innovative methods of teaching science.

Over the past few years CSIC at School has successfully incorporated archaeology into its programmes, as it is a field that offers many possibilities to teach science to early education students. Moreover, its relation with other subjects favours interdisciplinary perspectives, which helps overcome teaching challenges related to a multidimensional study programme.

People are generally very interested in the daily activity of archaeology and its role in researching history. However, like history, archaeology does not seem relevant in the majority of contemporary societies. In fact, its 'usefulness' is often questioned, which, unfortunately, is a common situation in Social and Human

This guide seeks to help dispel these myths by proposing to use archaeology to teach science in the classroom. The project has demonstrated that updating the scientific training of teachers and searching for innovative teaching methods
is becoming increasingly necessary.