The title of our project is "SPACES": Sociology, philosophy and arts concerning extraterrestrial sciences. In this project, students aged 11 - 19 years are introduced to the exploration of social, philosophical or artistic problems in the natural sciences as well as encouraged and supported in their interest. According to the European educational ideal of "scientific literacy", which manifests itself in the PISA study, smaller projects on topics related to extraterrestrial sciences (such as astronomy, cosmology, astrophysics, nano-biology, etc.) will be carried out. The pupils should become aware of the fact that scientific knowledge is indispensable for dealing with socially relevant topics from the social sciences, philosophy and the arts and that consequently scientific literacy is a prerequisite for responsible behaviour in society. Working in a European project, the students will experience that this discussion and participation can only take place at a global level: Both the acquisition of scientific knowledge and the impact of these findings on our lives need to be thought about in a global context In planning the projects, particular emphasis is placed on self-regulated learning. Therefore, only proposals on topics will be thought of by the teachers in advance. The projects themselves must be open for the students’ ideas and wishes. Through a diverse range of perspectives on and approaches to problems in natural science the pupils will be enabled to find the skills and interests according to their own way of dealing with the challenges of the learning situation, but also to that of their social environment in the present and the future. The teachers will support pupils in their approach. The methodology of the procedure itself is learned and reflected while dealing with a certain topic. To achieve this, small units about the learning strategies of self-regulated learning will be planned and put into practice with the students. This helps to promote the motivational components of the learning process. Some of these components will be evaluated by questionnaires that are taken from the PISA study. Furthermore, the methodological and strategic approach regarding the cognitive, social, emotional and motivational requirements in the learning situation of each student will be documented in individual portfolios. These portfolios are the basis for the necessary reflection and evaluation processes. Since the conception of the learning situation is open plan and interdisciplinary, it is also a challenge for the participating teachers. Working with students as well as the colleagues requires new strategies and behaviorus. Dealing with this project means to create an awareness among teachers and to develop a routine for the new role in the classroom in the sense of "scaffolding" or "cognitive apprenticeship" through knowledge and awareness of an adequate behavioral repertoire. Additionally, a close collaboration between colleagues from different disciplines must take place on a regular basis. Internships and team meetings must be realized in everyday school life. By sharing experiences regarding the learning modules and training sessions in the different education systems of the countries involved, the interaction between different fields of school development can be worked out particularly clearly and according to the results sensible proposals for the implementation of the educational ideal can then be transalted into practice in each of the schools taking part in this process.