Science teaching in schools in Europe. Policies and research, Eurydice, July 2006. ISBN 92-79-01923-6 This study focuses on science teaching in 30 European countries at primary and general lower secondary level. It provides a comparison of the regulations and official recommendations concerning initial teacher education: programme content and accreditation criteria, and the qualifications and experience of trainers in training establishments and in schools. The main learning activities and objectives of school curricula are examined, as well as the content of standardised evaluation of science pupils. The projects and debates relating to the development of this type of evaluation are reviewed. A summary of research results on learning science subjects and the practices and training of science teachers rounds off the study. The reference year for data in the comparative study is 2004/05, with reference made to reforms ongoing in 2005/06. Key findings:

• The spontaneous reasoning of pupils and the differences between girls and boys are often taken into account in initial teacher education regulations;
• School curricula refer to contemporary social issues in most countries and recommend the development of a scientific approach;
• Standardised evaluation of science pupils exists in 14 educational systems. Debates and reforms relating to the development of this type of evaluation are underway in approximately ten countries.

Science teaching in schools in Europe. Policies and research