Methodological Tool of Qualitative and Content Analysis of 107 Demonstrators_ CREATIONS PROGRAMME_ Horizon 2020, Call: H2020-SEAC-2014-1, Topic: SEAC-1-2014, Type of action: CSA, Proposal number: 665917_ National Kapodistrian Universityty School of Philosophy, Faculty of Philosophy, Pedagogy and Psychology Smyrnaiou Zacharoula, Georgakopoulou Eleni, 2018 1 Qualitative Analysis of the Structure of 107 Demonstrators Smyrnaiou, Z., Sotiriou, M., Georgakopoulou, E. National Kapodistrian University of Athens (NKUA) 1 CREATIONs European Research Programme The framework of the European Project CREATIONS (http://creations-project.eu/), 16 partners from ten European countries develop creative approaches based on Art for an engaging science classroom. CREATIONS will establish a pan-European network of scientists, teachers, artists and students with the aim to improve the skills of young people in STEM (science, technology, engineering, mathematics) and to pool talent to scientific careers. This initiative follows the principles of the Science Education Declaration, of creativity, of effective and efficient research and aims at enhancing creativity in class-room (http://www.opendiscoveryspace.eu/community/culture-creativity-curiosity-413201 ) in the context of STEAM. The aims of CREATIONS Program are: i. giving students and teachers opportunities to experiment with many different places, activities, personal identities, and people ii. simulating the work of the scientist and researcher in the classroom iii. promoting a better understanding of how science works iv. enhancing students’ science related career aspirations v. encouraging and empowering science teachers to affect change vi. implementing and promoting inquiry-based science teaching and learning vii. learning and (self)creating in emotionally rich learning environments viii. disseminating and exploiting the results 2 Qualitative Analysis of 107 Demonstrators as Innovative Ideas 2.1 Worldwide challenges- A need for a renewed approach on Science teaching models Over the last few years, there is a need both from political decisions and scientific paradigms to redefine teaching methods and reform educational systems. This change from traditional ways of teaching to a new way of educating students seems to establish a new pedagogy and to be a deep change of world’s, countries’ and people’s philosophy of teaching and learning. In fact, it is considered that a better future of Europe can be designed only if new theories, practices and scientific approaches start to take place on educational communities. Nowadays educational systems but also all the members of a school community face lots of challenges. These challenges are firstly relevant to the educational practices and the purposes of school education. One of the main problems of the most school systems is the students’ lack of motivation. Another relative problem is scientific outflow. In addition, although most school curriculums have managed to simplify scientific knowledge to school knowledge, they have failed to deal with modern scientific notions according to the global, new findings on science. The teaching methods are, also, old or inappropriate for their acquisition of knowledge, as these are not creative and challenging. At the same time, it is observed that there are some efforts of introducing news methods on educational practice, but these efforts finally do not have any support, as actual science teaching keeps existing. In addition, the difficult scientific notions acquire a different way of thinking and teaching, where modern pedagogical framework is taken into account and is adjusted to basic principles, such as the use of different cognitive semiotic systems of the representation of scientific knowledge. Since the origins of the declining interest among young people for science studies are found largely in the way science is taught in schools, we have to try not only to establish new ways of teaching, scientificall