MIND THE GAP · Mind the Gap: Learning, Teaching, Research and Policy in Inquiry-Based Science Education

The key concept of this project is inquiry-based teaching of secondary school science. Research and development done in Europe in the area of inquiry-based science teaching (IBST) is abundant, however, the knowledge is spread and indistinct, and thereby not utilised to its full potential by teachers and educators throughout Europe. The project aims to gather, exchange, develop and disseminate ideas of good practices in IBST. The overall aim of Mind the Gap is to stimulate a more engaging and interesting science teaching based on principles of IBST so that more young people in general, and girls in particular, wish to pursue educations and careers in science and technology. We argue that if the science teaching shall succeed in meeting young people in their interests and concerns, we will need to examine and connect • The gap between theory and practice in inquiry based science • The gap between teaching and learning • The gap between research, policy and practice • The gap between educational policies and in-service training • The gap between instructional designs and preferable tools • The gap between cognitive demands and available tools • The gap between the culture of science and marginalized groups (including girls) The Mind the Gap project and network will focus on such gaps and aim to bridge them across different European contexts (Norway, Denmark, Germany, Hungary, United Kingdom, Spain, and France). The project design involves six work packages (WPs), including one management WP, each lead from different Europeans countries with relevant expertise. One of the WPs provides an overall background for IBST, three WPs go more in-depth into three specific themes (scientific literacy, ICT, and communication and argumentation). And the last WP will try out models for disseminating knowledge and ideas for best practice of IBST through teacher professional development (including SINUS) in different countries and contexts.