CONSIDERING RESPONSIBLE RESEARCH AND INNOVATION IN SCIENCE EDUCATION TEACHING APPROACHES AT PRIMARY LEVEL

2016 ◽  
Author(s):  
Anghel Gabriela Alina ◽  
Gorghiu Gabriel
Keyword(s):  
Science Education ◽  
Responsible Research And Innovation ◽  
Teaching Approaches ◽  
Primary Level ◽  
Research And Innovation ◽  
Responsible Research

scholarly journals SCIENCE TEACHERS’ PERCEPTIONS OF THE EMERGENCE OF RESPONSIBLE RESEARCH AND INNOVATION IN SCHOOL

2018 ◽  
Vol 17 (4) ◽  
pp. 590-604
Author(s):  
Mirjam Burget ◽  
Emanuele Bardone ◽  
Margus Pedaste ◽  
Katrin Saage
Keyword(s):  
Science Education ◽  
Content Analysis ◽  
Science Teachers ◽  
Meaning Making ◽  
Responsible Research And Innovation ◽  
The European Union ◽  
Structured Interviews ◽  
Research And Innovation ◽  
Combining Data ◽  
Responsible Research

Responsible Research and Innovation (RRI) has recently gained wider importance in the European Union (EU) as an emergent framework informing the governance of science. While a growing body of literature describing RRI and its main conceptual dimensions has appeared in the last seven years or so and in several policy documents, the European Commission has emphasized the need to promote science education in the RRI context, there is no theoretical elaboration of how RRI can be meaningfully integrated into the practice of science education. In order to address this problem, the present research aimed at inquiring into the way in which science teachers make sense of RRI in school. Data were gathered with individual semi-structured interviews from 29 science teachers working in comprehensive schools and hobby schools. Abductive content analysis combining data and conceptual dimensions of RRI was used. In the light of how the science teachers in our sample have made sense of RRI, four theoretical categories have emerged: (1) meaning making; (2) taking action; (3) exploring; and (4) inclusion. These findings have important implications for developing a theory of RRI which can be beneficial for researchers as well as teachers for meaningfully integrating RRI into science education. Keywords: abductive content analysis, responsibility as care, Responsible Research and Innovation, science education, science teacher.

scholarly journals Raising Awareness of Researchers-in-the-Making Toward Responsible Research and Innovation

2019 ◽  
Vol 10 (4) ◽  
pp. 1558-1577 ◽  
Author(s):  
Miklós Lukovics ◽  
Beáta Udvari ◽  
Nikoletta Nádas ◽  
Erik Fisher
Keyword(s):  
Science Education ◽  
Rapid Development ◽  
Responsible Research And Innovation ◽  
Career Stage ◽  
Research And Innovation ◽  
Generation Z ◽  
Standards Of Living ◽  
Active Research ◽  
The University ◽  
Responsible Research

AbstractAcross the globe, research, development, and innovation (RDI) processes are operating at increasingly accelerated paces, promising rapid development and higher standards of living, but also increasing the likelihood of unintended, socially undesirable effects that inevitably attend progress. The notion of responsible research and innovation (RRI) has emerged in response to this dilemma, and the integration of RRI into daily RDI practices itself represents a considerable challenge. Integrating RRI concepts and practices at an early or even pre-career stage, before researchers fully develop their daily routines, could strengthen the assimilation of RRI into RDI more generally. Thus, in line with the emphasis of RRI on science education, how to integrate RRI aspects in the thinking of researchers-in-the-making before they start their active research carrier is an important but under-investigated question. In addition, the special features of Generation Z currently being in higher education suggest the use nontraditional tools in science education.Accordingly, this exploratory study asks how the RRI-awareness of researchers-in-the-making can be raised. We adapt the Socio-Technical Integration Research (STIR) method, which facilitates reflection on societal aspects during scientific research practices and decisions, to the context of science education. We test the introduction of STIR among researchers-in-the-making studying natural sciences at the University of Szeged (Hungary). Our findings suggest potential steps for science education on RRI with attention to the special needs Generation Z and facilitating their RRI awareness for their active researcher career.

scholarly journals Responsible Research and Innovation Actions in Science Education, Gender and Ethics

2018 ◽  
Author(s):  
Fernando Ferri ◽  
Ned Dwyer ◽  
Saša Raicevich ◽  
Patrizia Grifoni ◽  
Husne Altiok ◽  
...  
Keyword(s):  
Science Education ◽  
Responsible Research And Innovation ◽  
Research And Innovation ◽  
Responsible Research
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