Adapting IBSE material to different languages and cultures across Europe: Experiences from the Pri-Sci-Net project Suzanne Gatt, University of Malta Jenny Byrne and Willeke Rietdijk, University of Southampton, Sue Dale Tunnicliffe, Institute of Education, UK. Marianna Kalaitsidaki, Dimitris Stavrou, Nektarios Tsagliotis , University of Crete Ilaria Gaudiello & Elisabetta Zibetti, Université Paris 8 Nikos Papadouris, University of Cyprus Abstract Inquiry-based learning in science has been advocated by the European Commission at both primary and secondary level of education (Rocard et al, 2007) and changes in science pedagogy across Europe has proved to be a challenge. Cultural and linguistic contxts of learning and education systems that exist. The Pri-Sci-Net project is an FP7 Coordination and Supporting Action funded by the European Commission which works to promote the Inquiry-Based approach in Science Education (IBSE) with young primary level children across Europe. One way that the project is trying to achieve this is through producing educational material (45 IBSE activities) which are translated in different European languages. Recognising European diversity, some of these activities were then tested for cultural and language adaptation in the partner countries. This paper provides the research results of an evaluation exercise carried out by some of the partners. The results provide insights into the barriers which students and teachers face in implementing the new inquiry-based approach. While there were few linguistic and cultural barriers in using the materials across different countries, the evaluation showed that the main difficulties encountered related to more general education issues: teachers’ inexperience and lack of confidence in implementing the inquiry-based learning approach; the children’s expectations of how learning in science should be; the structured aspect of some curricula which allowed little space for inquiry activities; and teachers’ and students’ uneasiness in getting used to a new mode of learning. All these aspects highlight the need for time to allow systems, teachers and students to adapt to the inquiry- based learning approach. Curricular and pedagogical changes thus need to be introduced slowly such that adjustment takes place gradually. In addition, during this process, schools and teachers need to have continuous professional support. INTRODUCTION There is a worldwide call to increase the number of young people pursuing science later in their schooling and at University (Osborne et al., 2003, Royal Society, 2008, Osborne and Dillon, 2008, House of Lords, 2000, Jenkins, 1994). This reflects the different governments’ needs to remain competitive in a global market through a constant supply of scientists and researchers who innovate and introduce new products in the market. Such need is reflected across Europe and is targeted specifically in the EU2020 Strategy (European Commission, 2010).