Science education

• Author: Tornasi, Zeno; Delaney, Niamh
• Pages: 16-26

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2. SCIENCE EDUCATION

Science Education forms the basis for the full achievement of the Innovation Union and

the European Research Area. Creative and innovative formal, non -formal and informal21

science teaching and learning help young people make the best use of their capacities to

become a force of innovation.

Encouraging formal, non-formal and informal science education is one of the dimensions

of Responsible Research and Innovation that cuts across Horizon 2020.

In this respect, institutional changes were promoted concerning the introduction of new

methods of teaching the curricula and new means of systematically fostering informal

learning in non-educational settings.

In addition, science education topics show a close link to the science communication

aspects of the programme, contributing to an informed and scientifically literate society.

2.1. Policy objectives

According to Annex I – Part V of the Specific Programme Council Decision of 3/12/2013,

the policy objective for Science Education in Horizon 2020 is to:

‘Encourage citizens to engage in science through formal and informal science education,

and promote the diffusion of science-based activities, namely in science centres and

through other appropriate channels.’

More specifically, the main goals of Science Education actions are:

 Greater participation of young people (up to age 20) in STEM;

 Encourage long-term careers in STEM;

 Equip citizens with the skills they need for active participation in science;

 Increase the number of countries participating at EUCYS;

 Increase the uptake of Scientix.

2.2. Project portfolio

Science Education was the focus of four particular domains (see Table 3) throughout

Horizon 2020’s work programmes, resulting in 19 funded projects (2019 and 2020 calls

not included) with a combined budget of EUR 37.422 million.

21 ‘European Guidelines for Validating non-Formal and Informal Lear ning’

Formal learning: occurs in an organised and structured environment (e.g. in an education or training institution or on-the-job )

and is explicitly designated as learning (i.e. in terms of objectives, time or resources). Formal learn ing is intentional from the

learner’s point of view. It typically leads to validation and certification.

Non-formal learning: embedded in planned activities wh ich are not always explicitly designated as learning (in terms of

learning objectives, learning time or learning support), but which do contain an importan t learning element. Non-formal

learning is intentional from the learner’s point of view. It can take p lace in museums, science camps, clubs, etc.

Informal learning: results from daily activities related to work, family or leisure. It is not organised or structured in ter ms of

objectives, time or learning support. Informal learning is mostly un intentional from the learner’s perspective.

22 The slight difference in the total figure calculated on basis of budget allocated to each project in table 4 is due to rounding.