The 20th century surveys have proved that the popularity of the natural sciences in Europe, including Hungary, has been lost. Not only primary schools have decreased interest in sciences, but universities and colleges have also lost a lot of students. Thus, the competitiveness of natural sciences has been significantly reduced against other sciences. It is our fundamental interest for us Hungarians as well as for the countries of the European Union not to reduce the professional supply in technological competition, the professional supply should not be reduced because then the region loses its competitiveness. Our investments can only be successful if well-trained and motivated professionals manage, otherwise the EU will lose its competitiveness. Due to the new results of education and psychology at the beginning of the 21st century a paradigm shift began in pedagogy. The concept of knowledge, learning, and the role of a teacher has changed. Those countries that could change their capability, ranked forward in the OECD surveys.In the middle of the 20th century Hungary had an outstanding achievements in the field of natural sciences, as well as in the mathematical logic of these units. However, as a result of the PISA surveys, we learned that this knowledge base falls perpetually for the 21st century. Moreover, the results of recent measurements show that we were below the average level.The great advantage of our partnership composition is that Germany and Poland are working with us, where the impact of the PISA shock has been a major turning point in the education, and as a result, significant results can be detected. The new knowledge and new methodology can make a significant contribution to partner countries. We want to achieve this in our work.There is also a tradition beyond the old teaching methods, there is a transition towards modernization, and naturally there are radical, practical and motivating approaches.We used the details of the so-called Rocard report to create the structure of our work and to develop new methods:- the memorial approach is overwhelming in schools,- lack of teamwork, problem solving; teaching how to learn are missing - many good initiatives have been taken to renew education, but they remain isolated- the use of inductive methods should be used in teaching (research-based) instead of deductive methods- dissemination of research-based methods- the teachers’ methodological knowledge and motivation should be developed Our main goal was to experiment with a method of teaching natural sciences that can be used to strengthen student motivation, we may arouse to learn these subjects by creating a research-based project. We want to raise students' social and collaborative skills, digital and language competences to a higher level.Our subgoals: - to apply and experience of research methodology and reinforce the explorative attitudes - students experience the benefits of the scientific approach and the interdependence of those in the workSix institutions are involved in the project:- Jászsági Apponyi Albert Általános Iskola és AMI, Jászberény, Hungary- Escola Josep Veciana, Perafort, Spain- Grandaskoli, Reykjavik, Iceland- Szkola Podstawowa im. Powstancow Wielkopolskich w Wirach, Wiry, Poland- Scoala Gimnaziala Domokos Pál Péter, Gyimesfelsőlok, Romania- Alexanderschule, Vechta, GermanyThe six participating institutions are primary schools. In Spanish, German, Icelandic schools there is only fivth grade education, and the other three schools have upper education. The institutions have no special profile. For three of them this is the first international project (Romania, Poland, Iceland). During the past three years, we have accomplished many tasks. Our most important activities included the preparation of the curriculum for the application, and then try the ones described there. The organization of the student camps was an important activity, where students’ work was being realized in the contrencation of the following subjects: geography, biology, nature, music, art and physics-chemistry. These camps have the same methodology according to the same documentation system. The whole teaching process is tested during the 24 hour teaching process, followed by a 4-6 hour preparation and a 1-2 day closing session. The expected local impact of the program is that the science strategy of participating schools is transformed. Of course, it is an important activity that, in adult education, we put the pedagogical culture of the institutions towards the right level. It is a concrete result that the Jászberény Campus of Eszterházy Károly University indicated that they would like to use the developed program to train teachers. In addition to this, all partner schools continue to use this method.