Learners connect ideas when they connect with each other

These European projects each tackle a distinct topic, from the virtual world to the natural world, and from the sea to space, using innovative tools and real-world exchange and engagement, to take different approaches to how basic science skills are taught and learned.

Science learning anytime, anywhere

The COVID-19 pandemic disrupted global education, jeopardising continuity of quality teaching and pupil progress. This led to the creation of the Learn and Experience Science Together Online (LESTO) project, which developed an online platform for science experiments to support teaching of basic skills in the times of crisis.

Beyond the pandemic, the project outputs help teachers to face ongoing challenges related to the use of digital tools, pupil engagement and equity in learning, particularly pupils from disadvantaged backgrounds and girls.

With emphasis on interactive hands-on experiment kits, the materials created by LESTO include:

• a training portal for pupils aged 10–14 years old to safely carry out science experiments online and receive feedback from teachers and peers.
• guides for teachers and pupils (available in EN, PT, SR, TR), complemented by module introductions.

Getting physically involved in understanding nature

The InNature project responded to declining pupil performance in basic science skills with an innovative, nature-inspired approach to teaching – harnessing the power of biomimicry to promote sustainability in schools.

Biomimicry: an interdisciplinary approach to learning from 
and physically emulating patterns in living organisms.

Biomimicry offers a compelling, sustainable framework for solving modern challenges. It means trying to understand, learn from and copy the strategies used by living things, with the intention of creating sustainable, innovative designs and technologies.

The Erasmus+ project built on this concept to spark pupils' engagement with STEM subjects, while embedding environmental awareness into school culture.

In practice, the project emphasised exchange of classroom-ready teaching resources, biomimicry-focused science fairs and teacher training through a variety of activities and resources (mostly available in EN, PT, PL, GR, LV):

• InNature toolkit: detailed lesson plans to implement biomimicry activities in the classroom
• InNature fair guidelines: instructions to organise a school event, including materials like Biomimicry Duets Book and Card Game.
• Catalogue of good practices 

Diving into ocean literacy

The SHORE project (funded by Horizon Europe) strives to increase scientific literacy about European seas and rivers in schools. It supports the objectives of the EU Mission ‘Restore our Oceans and Waters’ to safeguard biodiversity and mitigate climate change through activities and collaborative projects in schools. The project focuses on ‘Blue curricula’ for schools located around the Baltic, Black and Mediterranean seas and the Danube and Rhine rivers.

The seven SHORE country hubs create specialised national-language resources for teachers and organise in-person events, such as ‘meet & greets’, hackathons and summer institutes.

SHORE offers grants of up to €10,000 to help schools run their Blue projects. The school running the most outstanding project is named ‘Ocean Ambassador of the Year’. The 3rd call for applications is open until 30 June 2025.

Beyond awarding grants, SHORE serves as a comprehensive resource hub full of materials, project examples and teaching tools and to act as a bridge between researchers, local stakeholders and schools in the areas connected to each body of water.

Experiencing science through experiencing space

The Teaching ASTronomy at Educational level (TASTE) project used astronomy as an entry point for science education and a ‘gateway’ to other STEM fields.

Planetariums offer an experiential framework that increases pupils’ motivation to study science – pupils appreciate the opportunity they get in the planetarium to ‘move closer’ to distant objects, feel the enormity of space or speed up time.

This project harnessed the potential of planetariums for teaching astronomical basic concepts and as learning spaces for other scientific concepts (spatial scaling, relative positioning, apparent motion, time measurement). It provides a database of resources for exchange of ideas, methods and materials, supported by a teacher’s guide.

Promoting exchange in virtual labs, at science fairs or under planetarium domes, these European projects illustrate the power of hands-on inquiry and interpersonal engagement to basic science education. As Europe continues to invest in basic science skills as well as future-ready education, these projects offer blueprints for how science can be made more inclusive, engaging and impactful.