What we learned with SteamCity: figures that speak for themselves

After three years of development and testing, we conducted an impact assessment with participating teachers and students to measure the real effects of the project on pedagogical practices.

Teachers gaining confidence

Analysis of pre- and post-training questionnaires shows clear progress. 85% of teachers report an improvement in their confidence in inquiry-based science teaching. Regarding technological skills, 92% report an improvement, 71% of which significantly.

The evolution of usage intentions constitutes the most revealing indicator. Before training, 23% of teachers regularly used inquiry approaches. After project participation, 90% plan to integrate SteamCity resources into their courses. This 67-point progression indicates a substantial change in pedagogical representations.

Qualitative testimonials complement these quantitative data. A Bulgarian teacher explains: "I was apprehensive about the technological dimension. I understood that my students could accompany me and that we learned together." This type of feedback illustrates the evolution of professional postures observed.

An approach that corresponds to teachers' values

94% of participants consider that SteamCity activities correspond to their teaching philosophy. This adequacy reveals that the approach proposes tools coherent with existing practices rather than a methodological rupture.

87% of teachers find in it an expression of their professional creativity and feel a sense of accomplishment. These indicators suggest authentic appropriation of the approach beyond simple protocol application.

Students engaging differently

462 students participated in test phases across Europe. This participation exceeds the initial project framework, centered on teacher training, and reveals spontaneous youth interest in these approaches.

Teachers report behavioral changes in their students: increased engagement in scientific activities, development of autonomy in investigation approaches, emergence of critical perspective on manipulated data. These transformations are particularly observed among students usually struggling with traditional academic methods.

Partner organizations strengthening

The impact also extends to partner organizations. 92% declare having strengthened their capacity to access future European funding. 83% have developed new exploitable content. 75% identify new educational opportunities.

These organizational evolutions guarantee continuity of work accomplished beyond the funding period. Partners have acquired pedagogical engineering skills reinvestable in other projects.

Spontaneous multiplier effects

97% of trained teachers agree to share resources with their colleagues. This sharing disposition creates an unplanned multiplier effect: each trained teacher becomes a potential relay to other professionals.

Assessment and perspectives

These results document the effectiveness of the developed approach while revealing its limits. The project directly reached 76 teachers, which remains modest on a European scale. We demonstrated the approach's feasibility in varied contexts without resolving the generalization question.

The strong demand for continuing education raises a structural question: how to sustainably install new pedagogical practices with temporary project funding. This questioning goes beyond SteamCity's framework and concerns all European educational innovation initiatives.

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To access SteamCity resources and join the community: https://www.steamcity.eu/

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.