Recent reports (e.g. Rocard, 2007) highlight a declining interest in science and mathematics at school, with a potential negative impact on students’ education as literate citizens and detrimental impact on their future choice for scientific careers. This trend can be considered as a threat to our societies’ capacity for innovation and development (Gago, 2004; Osborne and Dillon, 2007). Research claims that one of the key areas to be addressed is teacher pedagogic practice which is said to influence pupil attitude to science and mathematics learning (The Gallup Organization, 2008; Gago, 2004).

Inquiry Based Learning (IBL) is the pedagogy being promoted as a key approach to address the present challenges (European Commission, 2008; European Commission, 2011; National Research Council, 2000). However, in spite of the policy efforts to promote IBL and the available research evidence showing the positive effects of IBL on students’ motivation, skill development and conceptual understanding of selected curriculum topics (Minner et al, 2010) it is still not broadly used in current teaching practices.

PRIMAS (Promoting Inquiry in Mathematics and Science Education across Europe) is a European project within the FP7th Framework that brings together researchers from twelve European nations to address the declining students’ interest in science and mathematics through the use of IBL pedagogies.

In order to efficiently support a wider uptake of IBL practices, PRIMAS carries out a comprehensive strategy which takes into account both supporting and hindering factors for IBL implementation.  Within the PRIMAS approach teachers are considered as the key actors in promoting and enacting IBL practices and they need sufficient support to undergo change. According to Guskey, (2002) any professional development course which does not build upon teacher views and practices is unlikely to succeed. Therefore, PRIMAS intends to start from teachers’ beliefs and concerns about IBL implementation and address their specific needs through appropriate teacher professional developing programs.

Taking this into consideration, the PRIMAS project has conducted a baseline study to describe the initial situation in the different partner countries. The PRIMAS baseline study provides a rich picture of teachers’ beliefs about IBL in Europe, which may be used to inform and efficiently guide professional development in these pedagogies.

This symposium will offer the opportunity to look at results from Germany, Norway, Switzerland and Spain, identifying views which can be considered as barriers and supportive factors for IBL implementation. The discussion will also provide a cross-national perspective and allow debate on future implications.