The lines of educational research of CRECIM focus on:

  Scientific practice in the classroom, based on the idea that science is a social practice, and as such students learn science by making science. The CRECIM analyses how the learning of science involves participation of a legacy of conceptual knowledge and epistemic practices (scientific models and modelling).

  The use of digital tools for science classes, understanding these tools as mediators of teaching and learning, and therefore as an opportunity to improve STEM (Science, Technology, Engineering and Mathematics). At the CRECIM we analyse the in the classroom and in the laboratory of tools such as simulations, video games, sensors, interactive whiteboards or mobile phones.

  The interest of children and young people to STEM disciplines At the CRECIM we analyse how different initiatives can influence the interest of the students in this area of knowledge, and how informational psychological and social factors, may affect the decision making of young people about their professional future.

  Engineering practice in the classroom
from the exploration of emerging educational approaches such as the maker movement. The CRECIM analyses how these methodologies can contribute to promoting creative skills and competencies in the design thinking.

  The promotion of educational equity in STEM disciplines, both in terms of gender issues as socioeconomic issues. At the CRECIM we analyze how to foster a STEM education that promotes access for everyone, breaking down barriers that have traditionally existed between these disciplines and a large part of the population.