Recommendations of Instem
The Instem project’s work demonstrated that a great deal has been achieved to support teachers to develop inquiry-based learning pedagogies throughout Europe. Various resources and support measures such as teaching materials, professional development courses for teachers or support for professional development facilitators were developed and made available. However a number of key aspects still remain unresolved. Consequently recommendations were derived from our findings; these are based on the specific projects’ reviewed but also have wider applicability.
» Recommendation 1: There is a need to identify a travel plan for the European learning journey in relation to education until 2050 (at least 2020). This should be based on the engagement of all societal actors (children, teachers, parents, educational services, governments, business, media, third sector organisations etc).
» Recommendation 2: Genuine participation by societal actors requires supportive structures (e.g. communities of practice) which enable individuals to gain confidence in their own voice, to know their opinion is valued, respected, and is being listened to. This is particularly true for children and teachers
» Recommendation 3: In order to engage the range of societal actors involved, there is a need for greater synchronisation between policies and actions in primary, post primary and the tertiary sector, and across funding programmes.
» Recommendation 4: Children, as scientists of the future, will have to find interdisciplinary solutions to societal challenges. In order for them to see science in everyday life, and potential career opportunities, they need to be able to see science as inter-connected branches of learning and not as separate linear lines of learning.
» Recommendation 5: The desire to promote STEM subjects should provide learning opportunities for students at all levels, with more careful attention given to the needs of locally defined minorities. Underrepresentation of any identified group, including men and women, needs to be addressed from the earliest age.
» Recommendation 6: A more open interpretation of ‘innovation’ would support the development of a science-literate society, benefitting educational and career opportunities, social entrepreneurism and creativity.
» Recommendation 7: In order to equip future researchers with the required skills, there is a need for greater synergy and interaction between educational coordination, support and research. This will require that societal actors take responsibility for this within their own sphere of influence.
» Recommendation 8: The exponential growth of technological opportunities will require a more open, flexible and innovative approach within the education systems - this includes the development of resources and materials for the classroom.
» Recommendation 9: The development of Open Science, which includes children, schools and the public within the research process would enable a participatory approach to education, which will further the ambitions of its students, of all ages, in participating in STEM.
» Recommendation 10: The concept of dissemination (sowing the seeds) needs to be developed to include the active engagement by all societal actors in the process of change, for example by the direct linkages of project findings with regional and national policies and schools seeing their role as a vehicle for public engagement with science.