Promoting twenty-rst century skills development among international adult learners

It is clear from many studies that science educators and particularly teachers have not been able to reduce an alarming decline in students’ interest in science, mathematics and technology (Potvin and Hasni, 2014). According to a report published by the European Commission (Rocard et al., 2007), the science education community mostly agrees that pedagogical practices based on inquirybased methods are more effective for the teaching and learning of science. However, the reality of classroom practices in the majority of European countries is that inquiry-based methods are only being implemented by relatively few teachers.