Three of the participants of this proposal have collaborated previously in a COMENIUS Project. They share a common interest: science teaching is a tool to improve the global development of child as well as a basic element of the scientific literacy of the citizens. Science increments curiosity and critical spirit. This is the basic area of work of the programme "El CSIC en la Escuela" that is making, since 25 years ago, an joint work between scientist and teachers in order to get a comprehensive formation of the teachers, introducing a scientist formation based in the discovering of laws and the building of models, inside the historical and cultural context. That is the reason why the participant partners think that El CSIC en la Escuela proposes a scientist and pedagogical thinking line which is very required in our actual society and that can serve as a model, the initial project in which our proposal is based.This is a totally innovative work in elementary and primary school that develops materials and teaches methods for the classroom with the proper training of teachers of these stages. And all this from a research conducted by partners in centers spread across countries of the European Union and evaluated by relevant members of the scientific and educational communities. It is also a key element in the creation of a European spirit, since science and technology are at the core of Western civilization, in its Greco-Roman roots and nothing precludes the diversity of aesthetic tastes and beliefs.In this context, the objectives of the project are:- To improve achievement in relevant and high-level basic and transversal competences by teaching to teach Science, in a lifelong learning perspective.- To promote the formation of teachers and educators in science from a multidisciplinary point of view.- To introduce science contents in the classroom, both in kindergarten and primary school.- To create and to consolidate a network of cooperation for the implementation of innovative practices on science education in kindergarten and primary education.- To produce innovative materials that will support teachers and leaders to deliver high quality teaching and to adopt new methods and tools in the classroom. - To improve the level of the education from early childhood.To do this, there is a clear and precise planning and schedule whose schema is:1. October 2016: Kick off meeting, which will be the starting point, in which tasks are distributed, among other aspects. It will coincide with the phase of classroom training (training event C1) with the two scientific and humanistic projects "What is the world made of?" and "Archaeology in the classroom."2. During the academic year (2016-2017) teachers of schools and educational actors of teacher training centers extend such training to their partner schools and create their own materials for the classroom.3. There will be two virtual meetings during that year, via Skype and partners have to see the progress of the implementation practices in classrooms and collection of results, depending on some models established. These works are the basis for the development of intellectual outputs starting at draft phase.4. September 2017 and September 2018. In these months, second and third meeting of partners and second phase of training (C2) with the same projects will take place. During the academic year of 2017-2018, the training will be extended again and implemented the scientific experiences in the classroom. These results are also collected in order to develop intellectual outputs definitively.5. October 2018 to May 2019. This whole academic year intellectual outputs through useful measurement tools (questionnaires, reports, qualitative evaluation of jobs) are tested to see if they meet the expected results.6. Last meeting of partners in July 2019 to evaluate the project, preparing the final report and seeing the opportunity for future collaboration.7. At the end of the project 6 multiplier events will be organized, one per country (national) and one international. The entire project is grounded in the fluid and constant communication between partners, via e-mail, telephone and Skype as well as on the platform created for this purpose in the Aula Virtual CSIC, where the project will have an own space. Also it is based in a dissemination plan that will be given priority as another key objective to reach the largest possible number of teachers and extend scientific knowledge in this common European space: the space of knowledge. This will be achieved given the variety of languages in which they will present the materials, being the working language English.
The unprecedented development of science and technology forces to train future citizens to be able of afford new professions that we still do not know. This is why it is becoming increasingly necessary to establish new curricular policies that contemplate a core of scientific and humanistic contents adequate and adapted to the cognitive moment of the students. In this context, this project has presented a new methodology that integrates scientific and humanistic knowledge as a language of inclusion in the new challenge of the cultural paradigm of the 21st century. The main objective, in line with the original proposal, has been to create and consolidate a cooperation network between European scientists and teachers for the implementation of innovative practices on the teaching of science from nursery to primary school. To establish this network, two lines of action have been considered: face-to-face scientific training for teachers and the monitoring and preparation of materials for the partners to transfer the received training to their classrooms, with constant communication between all the partners and the assessment of the coordinator. The final result has been the development of three intellectual products as important tools for the European educational community. During the development of the project reflections have been undertaken about the need for scientific and humanistic updating of the teaching staff of these initial stages. Discovering how science is built has meant an important change for the partners, carrying out activities in the nursery and primary classrooms in contexts of scientific thought. A greater sensitivity to the importance of mental representations of the world has been achieved, representations that coincide with the way in which science and knowledge is built, delving into the conceptual processes that require a very precise knowledge of the cognitive stages of students. The project involved eight partner organizations with different complementary profiles. The CSIC at School, specialized in research into new methodologies for teaching science in the early stages of education, training nursery and primary school teachers and fostering close collaboration between scientists and teachers; the centers of teachers CPR Gijón-Oriente and KPCEN, who have contributed with their experience and capacity to extend the project to their educational centers; the educational centers P34, Tallina Asunduse Lasteaed, Kedainiai Zilvitis and San Francisco, which have provided the necessary work with students for the realization of the project and their research experiences in the classrooms; and finally, CESIE, which has contributed with its experience in European projects and its international character. The main activities that have been carried out have been: face-to-face training of the partners, by the CSIC at School; transnational meetings; development of pedagogical proposals; monitoring of applications in the classrooms; realization of multiplier events; development and publication of three intellectual products, which are the final result of the project. Regarding the results and impact achieved, as indicated in the initial application, they are, on the one hand, tangible, with the publication of the three intellectual products in English and in all the languages of the participating partners, as well as publications on the web of the project and on the webs and social networks of all the partners, which reflect new methodologies in the teaching of science at the early stages of education (http://www.csicenlaescuela.csic.es/scilit/scilit.html). Regarding intangible results, partners are now aware of the importance of not only disseminating their work, but also of being in contact with educational and scientific actors to develop better communication, teacher training and science information in the early stages of education. They have become aware of the relevance of the introduction of science from the early stages of education and, consequently, on the models of change in education that are to be produced in the EU. Finally, they have managed to involve families and their educational communities in the different events they have carried out. In terms of long-term benefits, the association between scientists and teaching professionals that is already present at higher levels of education is much more necessary from the childhood stage, including the gender perspesctive.. Thanks to the project, a network of scientists and teachers has been created with the aim that can stand the test of time. The life of the students will develop in a world that can only be understood by scientific models, a world that is not seen without the instruments, so it is essential to manage and understand scientific models and concepts, all impregnated with a humanistic culture as part of the European Cultural Heritage.