Developing Science Skills as an Educational Tool for Students’ Everyday Life

The present study explores how structured educational programs situated within research institutions can support the development of students’ science skills through authentic, inquiry-oriented, and socially mediated learning processes. Focusing on the educational outreach initiative of the National Centre for Scientific Research “Demokritos” in Athens, Greece, the study examines how short, well-designed learning experiences in real laboratory environments enable students to engage with scientific practices beyond the abstraction of school science. The program is designed around a pedagogical sequence that includes orientation to scientific contexts, guided observation of active research, inquiry-based small-group activities, interaction with practicing scientists, and structured reflective dialogue. Employing a convergent mixed-methods design, the research combined pre- and post-program questionnaires with qualitative data from focus groups, classroom observations, and student reflections. Findings indicate statistically significant gains in students’ metacognitive regulation—specifically in planning, monitoring, and evaluating their learning—as well as shifts in their perception of science as meaningful and relevant to everyday life. Qualitative analyses further reveal that these outcomes emerge through the interplay of authentic scientific practices, dialogic explanation, and guided reflection, which together support analytical reasoning, motivation, and a sense of inclusion. Drawing on constructivist, experiential, and sociocultural learning perspectives, the study argues that research centers can function as pedagogical mediators between formal and informal education by making the processes of scientific thinking visible, participatory, and reflective. The article concludes with implications for educators, outreach professionals, and policymakers seeking to design inquiry-oriented and inclusive science learning experiences.