New Perspectives in Science Education

PHERECLOS builds upon the theory of science capital [1] and the experience that Children’s Universities [2] have made in the Third Mission of universities. They became intermediaries between various actors in the educational and social landscape – as incubators of change. Built around them, PHERECLOS develops innovative Open Schooling models of collaboration in six regional clusters (Local Educational Clusters, LECs), which serve as experimental testbeds for schools and affect the quality of STEM engagement opportunities in general. Their regional effectiveness will lead to the development of implementation guidelines and policy briefs to enhance the sustainability of the overall approach, which is continuously informed by findings from academic implementation research and a Mentoring Programme for further 40 organisations (TEMPS, Transnational Education Mentoring Partnerships). These models of engagement which can be beneficial for educational establishments and for the social communities in a wider context, provided that the involved actors have the capacity and knowledge to approach them. PHERECLOS, has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 824630 (www.phereclos.eu)

Keywords: Science capital, Children’s Universities, Open Schooling, STEAM, H2020.

References: 

1. Archer, L., Dewitt, J., & Willis, B. ( 2014). Adolescent boys’ science aspirations: Masculinity, capital and power. Journal of Research in Science Teaching, 51(1), 1–30.
2. Gary, Ch. & Dworsky, C. (2013). “Children's Universities a ‘leading the way’ approach to support the engagement of higher education institutions with and for children”, JCOM 12 (03): C04.