Primary science education research in Luxembourg: Outlining the history to reflect on the heritage

Luxembourg is a trilingual country in Europe that hosts a high diverse population. Its education system reflects this diversity as a high percentage of students speak a home language other than the languages of instruction. Considering that language takes up a good part of the instruction hours, this scenario raises issues of equity and access to the different educational paths, and the need to reflect on the past actions (especially to plan the future). To explore the Luxembourg context, this contribution aims to present the place of science instruction in primary education, by outlining the history of primary education and primary science curriculum and by highlighting stakeholders' voices from two research projects within science education (SciPol:Lux and SuperSci), and to situate the field of science education research in primary education, by conducting an exploratory mapping of the published research, by creating a record of the existing structures, researchers involved and networks established, and by evidencing the position of science within initial and continuous teacher education. Grounded on qualitative approaches, data will reveal the shifts in policies to show how science education was positioned within the curricular reforms and what key stakeholders say about this positioning. By outlining a first draft of the history of science education research in Luxembourg, research gaps will be uncovered, and research collaborations are expected to emerge, leading to a discussion on the heritage and transmission of science education research across different contexts.