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Kozan Naumescu, Roxana-Diana Paşca  \nAbstract: Some up-to-date problems in science education in European context are treated in this paper.  \nThe characteristics of science education across Europe are presented. Science teachers’ general competencies are underlined. An example of problem-solving as teaching method in chemistry is studied in knowledge based society. Transforming teacher practice across the Europe is a long-term project and will require significant investment in continuous professional development. Better science teaching is grounded, first of all, in improving the quality of teacher preparation and in making continuing professional education available for science teacher.  \nZusammenfassung: In dieser Schrift werden einige aktuelle Probleme in der europäischen wissenschaftlichen Erziehung behandelt. Die Merkmale der wissenschaftlichen Erziehung quer durch Europa werden dargestellt. Die allgemeinen Kompetenzen der Wissenschaftslehrer werden hervorgehoben.  \nEin Problemlösungsbeispiel wie die Lehrmethode in Chemie wird in der wissenschaftlichen Gesellschaft untersucht. Die Übertragung der Lehrerpraxis quer durch Europa ist ein Langzeitprojekt und wird eine deutliche Investition in der andauernden Berufsentwicklung erfordern. Besseres wissenschaftliches Lehren ist zuallererst begründet in der Verbesserung der Qualität der Lehrervorbereitung und in der Zurverfügungstellung von fortgesetzter beruflicher Erziehung für Wissenschaftslehrer.  \nKey words: science education, continuous education, knowledge based society, problem-solving  \n1. Introduction  \nIn the past two decades, a consensus has emerged that science should be a compulsory school subject. Most school science curricula do attempt to serve two goals – that of preparing a minority of students to be the next generation of scientists – and that of educating the majority in and about science, most of whom will follow non-scientific careers. For the future scientist, their education best begins with the fundamentals of the discipline. In this approach, only students who reach a relatively high level of education in science develop a sense of the explanatory coherence of science and its major ideas. In addition, the standard school science education has consistently failed to develop anything other than a naive understanding of the nature of science, commonly called “how science works”. To understand the role of science in such deliberations, all students, including future scientists, need to be educated to be critical consumers of scientific knowledge. Improving the public’s ability to engage with such socio-scientific issues requires, therefore, not only knowledge of the content of science but also knowledge of ‘how science works’ – an element which should be an essential component of any school science curriculum (Osborne & Dillon, 2008) .  \nThe national teacher training systems in Europe are based in traditional standardized models not taking into account, most of the times, the outcomes of the research in the field of science teaching and practice. As a result they are losing the chance to respond to the challenges of the 21st century and they are failing to capture young people’s interest for scientific ideas.  \nScience education in Europe has recently been the focus of considerable attention. The predominant factor behind this interest is the declining numbers of young people choosing to pursue the study of science and the threat this poses to the Lisbon agenda which seeks to place the EU at the forefront of the knowledge economy of the future. The one area, however, in which there is a common trend is in the decline of student attitudes to science ([http://scied.unl.edu/pages/preser/sec/articles/unlcomp.html](http://scied.unl.edu/pages/preser/sec/articles/unlcomp.html))  \n2. Some features of Science Education in Europe. Science teacher competences  \nMany researche","cbCaitc16gPv8U4c","https://ap.wps.com/l/cbCaitc16gPv8U4c","pdf",5923400,"English","# Introduction\n# Some features of Science Education in Europe\n## Science teacher competences","[{\"question\":\"What is the focus of this paper on science education in Europe?\",\"answer\":\"The paper addresses current problems in science education within a European context and presents characteristics of science education across Europe.\"},{\"question\":\"Which teacher-related competencies does the paper emphasize?\",\"answer\":\"It underlines science teachers’ general competencies and discusses general characteristics and professional competencies for science teachers.\"},{\"question\":\"Why does the paper stress continuous professional development for science teachers?\",\"answer\":\"Transforming teacher practice across Europe is described as a long-term project that requires significant investment in continuous professional development and ongoing professional education.\"}]","SOME ASPECTS OF SCIENCE EDUCATION IN EUROPEAN CONTEXT - Volume 1 - Issue 2 - 2008 | PDF",1792065269,18]