The IRRESISTIBLE Project involves the development of Communities of Learners (CoL) with the participation of science teachers, teacher educators, scientists developing research on elected topics and non-formal educators (from science centers and museums).

All the process of develop the educational modules of activities is supported by these CoLs, formed in each one of the ten countries involved in the project. The Portuguese CoL consists of five science teacher educators, four research scientists, one science museum member, and thirty science teachers (biology, geology, physics and chemistry): from primary school to secondary school, whose students ages vary from 6 years old to 18 years old. The main goal of the Portuguese CoL is to develop a RRI integrated module on the four cutting-edge scientific topics chosen: (a) The extension of Portugal's Continental Shelf; (b) Polar Science; (c) Biotechnology and Bioethics; and (d) Energy and Radiation.

The first phase of the portuguese CoL started in March 2014, and it lasted until July 2014 - the CoL have met every week in Instituto de Educação at University of Lisbon. These face-to-face meetings were also supported by Moodle platform. During this first phase CoL meetings, teachers had the opportunity to: (a) discuss with scientists regarding the cutting edge scientific issues chosen by the Portuguese group; (b) analyze and discuss supporting texts; (c) collaboratively explore and design activity modules according to IBSE and the 7E Model, using web2.0 tools and regarding RRI aspects of the chosen scientific issues. To evaluate the effect of the first phase CoL in teachers' perceptions regarding the main project dimensions (IBSE and the 7E method; cutting edge scientific topics and RRI; the process of planning and building scientific exhibitions using web2.0 apps and students' empowerment), and also to evaluate the effect  of the first phase CoL in teachers' professional development we used several methods, one of which questionnaires. According to the results: (a) teachers perceive some aspects relating to the characteristics of IBSE as relevant for students; (b) teachers perceive scientific exhibition planning and design as a means of empowering students; (c) teachers are improving their knowledge regarding the scientific cutting-edge topics of the project; (d) teachers are reinforcing their knowledge on IBSE and improving their knowledge on the extended 5E model, using web2.0 tools. Teachers are also improving their skills on planning and building classroom activities on cutting-edge cientific topics regarding RRI, using an IBSE approach and an extendend 5E model having in mind web2.0 tools.