Abstract
In the time of curricular reforms across the Europe another chance appeared towards increasing learners' interest in science education, particularly in relation to the future job selection in the field of natural sciences and technology. New challenge penetrating through all above mentioned "ways" and "problems" of science education is intercultural aspect, intercultural teaching and learning in science education.
In the educational reality we can find recently different contributions to implementation of intercultural context into curriculum, but maths and science education is not frequently included. The ambience to fill this gap has the current project from framework Erasmus+ with acronym IncluSMe.
The acronym means "Intercultural Learning in Mathematics and Science Initial Teacher Education" and project activities focus on increasing the quality of the initial teacher's education of prospective mathematics and science teachers by including intercultural learning into their curricula: Prospective mathematics and science teachers need to learn how to cope with language barriers, culturally different pre-concepts about science and highly varying proficiencies of students (immigrants including) to be prepared to tackle the challenges of their future profession (IncluSMe Project, 2016).