The CASE project puts forth a methodology that regards primary teachers as agents of change.

It aims to empower their profession with skills and competencies which will enable them to widen their teaching capabilities by strengthening creativity in the classroom. The specific approach to creativity lies at the intersection of science and art in education.


‘Creativity in science could be described as the act of putting two and two together to make five.’ Arthur Koestler

‘Play is the highest form of research.’ Albert Einstein


EARTH without ART is just EH …

‘There are artists who transform the sun into a yellow spot, but there are others who, thanks to their art and intelligence, transform a yellow spot into the sun.’ Pablo Picasso


‘The greatest scientists are artists as well.” Albert Einstein

‘Research can be undertaken in any kind of environment, as long as you have the interest. I believe that true education means fostering the ability to be interested in something.’ Sumo Lijama, Physicist


Scientific inquiry must be known more as an integral part of daily life and less as a faraway myth occurring in isolated institutions. In the increasingly knowledge-based economy, incorporating scientific creativity early into the educational experience of young people will enable European initiatives to achieve rapid transition from innovative ideas incubation to activation. Education system needs the imaginative force of culture, the curiosity that comes from cultural expression in order to realize Europe’s creative scientific potential and create new learning methodologies which will be implemented in practice via a number of structured training activities in multinational level. Education policymakers all too often narrow teachers’ focus to lists of facts and formulas, which become tempting to resort to so-called “drill-and-kill” teaching methods that cover information in a generic, surface-level way. Unsurprisingly, instead of fostering curiosity, which is much more important in the long term than rote memorization, this approach often causes students to “tune out”. Under this framework enhancing teacher skills, strengthening their ability to motivate innovation and creativity is crucial. It is precisely the enrichment of the creative elements in Inquiry Based Science Education as an integral part of such a system, based on a wealth of existing European knowledge, which is the cornerstone of the proposed project. The project will be based on 3 case studies for creative science inquiry, namely Learning Science Though Theater, Puppetry and Learning through Art and Narratives for primary schools.