What mathematical and scientific competencies are required today? What should we have understood to perceive and assess developments in science, mathematics, computer science and technology? What should everyone know and be able to do as they are equally affected by changes or advances in science and technology, and what do those who want to work in these fields need to know? How does the interest arise in mathematical-informational-scientific topics in school, profession or leisure?

These are core questions that researchers at the Leibniz Institute for Science and Mathematics Education (IPN) in Kiel are addressing. The IPN thus investigates the prerequisites, conditions, processes and results of mathematical-scientific education. It focuses on mathematical-informational-scientific educational processes across the lifespan in an approach that considers learning groups, institutions, and educational systems in addition to the individual and his or her family environment. The research interest of the IPN's school-related projects focuses not only on the students' side, but also on the professionalism of teachers, the quality of mathematics and science education, and the conditions of the educational system.

The IPN concentrates its nationwide activities on projects of special interest to the federal and state governments and which cannot be carried out by the universities.

The research work of the IPN is structured by research lines. These lines of research are not strictly separated from each other, but rather overlap theoretically and empirically.

The IPN's research is subject to standards of good scientific practice based on the DFG Code of Conduct "Guidelines for Ensuring Good Scientific Practice". More information on these standards can be found here.