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The STUDIA UNIVERSITATIS BABEŞ-BOLYAI issue article summary
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Abstract: In the last years a decrease in the interest of schoolchildren in the study of natural sciences can be detected worldwide. A Eurobarometer survey (Hodge, 2006) revealed that more than 50% of Europeans consider that science classes at school are not sufficiently appealing and that they consider scientists working at a university or government laboratory to be best qualified to explain the impact of scientific and technological developments on society. Modern societies reveal some obvious contradictions, including the following. Most of today’s science is highly technical and detailed, yet school teachers need to motivate beginners. Science develops rapidly, but it can take many years for new discoveries to be included in the school curriculum. In spite of the fact that science is becoming increasingly international and interdisciplinary, science teaching is organized nationally. Finally, more and more commonly, the main language of science is English, whereas the language of the classroom is usually the local language. However, these contradictions fade away in the face of the fact that children across the world are interested in the same types of things. As a result, the joint work of scientists, education experts and teachers is essential in exploiting the greatest natural resource in both science and school: curiosity (Hayes, 2006). Scientists should be willing and able to explain pioneering discoveries. As well school teachers should be eager to teach cutting-edge scientific topics or to present long-established themes in new and engaging ways. It is shared and cooperative work that is the answer.
Key words: education, earth science, secondary school, cross-curricular approach, science partner.
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