Tag Archives: Science education

Fostering the adaptive creative thinker in every child

To succeed in today’s knowledge-based and creative society, children must learn to think creatively, plan systematically, analyse critically, work collaboratively, communicate clearly, design iteratively, and, above all, learn continuously. Unfortunately, most uses of technologies today do not support these 21st-century learning skills. Read more [...]

Matt Black: electronic music, under the influence of science

The electronic/hip hop dance music scene may not be an obvious place for a biochemistry graduate from Oxford University, in the UK. But that’s exactly what has happened to Matt Black, member of the Coldcut music duo alongside long-term accomplice Jonathan More. In an interview with the Euroscientist Editor, Sabine Louët, Black explains how this scientific background has influenced his career choices, and his views of the world. Read more [...]

French universities: when autonomy rhymes with bankruptcy

French universities have undergone a transition towards financial and operational autonomy since 2007 law was passed. A vast operation aiming to reduce the cost of payrolls, the move to autonomy has been tantamount to transferring financial and operational responsibilities to the universities without the necessary allocation of funds to meet the new costs. Read more [...]

The case for fostering school-industry collaboration

A recent report points to the future labour market as being characterised by a quantitative and qualitative mismatch of skills. This means that there will be fewer workers than jobs in the future. And the skills of the workers will not match the required skills for these jobs. STEM has therefore become a key priority in western governments’ policy agenda. To remedy this situation, some advocate the benefits of partnerships between industry and schools on increasing the attractiveness of STEM education. Read more [...]

The future of science education

Many of our readers would change their science education, should they have the opportunity to do so. This Special Issue of the Euroscientist is your chance to share your views on how you would like to educational system evolve. To give you food for thoughts, we offer you some selected view points from across a panel of experts currently shaping the future of science education. Read more [...]

Christian Fonnesbech: Gaming calls upon science to enhance players’ experience

In an exclusive interview, Christian Fonnesbech, creative director at Investigate North tells the Euroscientist about the importance of science in his multimedia, social games.He has been involved in creating emotional narratives for the social media generation for over a decade. In this interview, he shares his views on education, while sharing his vision regarding the importance of science in gaming. Read more [...]

Tech to help foster science vocations early

There is a constant call for an increase in science technology, engineering and mathematics graduates—also known as STEM topics. But the problem is not with the graduates themselves. Instead, the root of the problem lies at a different, much earlier, level of the educational chain, where young people’s interests and paths are defined. Read more [...]

Making the long tail of scientific resources mainstream

Massive amounts of culturally and scientifically-rich content is now available. However, its potential use for educational and scientific purposes remains largely untapped. One reason can be seen in current web content dissemination mechanisms, which are dominated by a small number of large central hubs. In order to maintain their valuable services, those large hubs have to focus on commercially viable mainstream content. While cultural and scientific resources provide valuable and educational content they cannot be considered mainstream. Quite the contrary. Most of this can be considered as high-quality niche content for a rather small community and forms part of the so-called Long Tail. Read more [...]

Open education: an opportunity for South Africa’s science education

As a country nearing 20 years of democracy, South Africa is still redressing massive historical inequity. This is glaringly obvious in its education system. With the right to a basic education for all enshrined in the country’s constitution, the limited supply of resources and infrastructure afforded to many schools and even some universities is not keeping pace with the high demand. Now open education is starting to make a difference. Read more [...]

When magic stimulates science education

How can a bowl of water vanish from under a cloth, and what does this magic trick have to do with science education? Harnessing the emotional power of magic, myth and mystery is one of the latest trends in science education. Many barriers to learning through enquiry currently exist. Foremost among these are a crowded curriculum with little time to deviate from the directed path. And the challenge of training students to take more responsibility for their own learning. For teachers, enquiry means coping with the often unexpected directions of students thinking. Read more [...]

A pathway to inquiry-based teaching

Delivering a quality science education is key. It can contribute to ensuring that pupils elect to study science when reaching university. Unfortunately, science is often thought of as being somewhat ‘not exciting’, if not downright ruled out for being ‘too difficult.’ Yet, this image is partly due to the way science is taught in schools. Consequently, a renewed educational trend recommends teaching science by inquiry to stimulate pupils’ interest. Read more [...]