Performing RRI in science education: How to measure the impact?
María Heras López
ICTA, Universitat Autònoma de Barcelona (UAB)
Isabel Ruiz-Mallén
IN3, Universitat Oberta de Catalunya (UOC)
Exploring new science educationmethods based on the performingarts to foster young peoples’motivations and engagement withSTEM
PERFORM: Participatory Engagement with Scientific and Technological Research through Performance
RRI in Science Education
Source: RRI-Tools 2015
RRI in Science Education
Source: RRI-Tools 2015
Critical Thinking
Reflexivity
Social aspects
Ethical issues
RRI in Science Education
Source: RRI-Tools 2015
Processrequirements
Learningoutcomes
Critical Thinking
Reflexivity
Social aspects
Ethical issues
RRI values and processrequirements
Transversal competences
Experiential aspects
Cognitive aspects
Inclusiveness of all participants
GenderEngagement
Ability to boost creative and critical thinking
Inclusion of ethical issues
Balanced participation
Fostering dialogue and learning
Gender equality in participation
Approaching critically gender issues
Emotional engagement
Cognitive engagement
Questioning and reframing
Systems thinking
Connecting topics with experience
Acknowledging contradictions
Acknowledging uncertainty
Seeking out new points of view
Social relevance of topics addressed
Participants’ acceptation of process/outcomes
Connecting scientific topics with values
Learning to learnSocial and civic competencesSense of initiative
Feelings and emotionsPerceptions and attitudes towardsscience
Basic knowledgeConceptual change
Understanding the importance and value of learningLearning autonomy Reflective thinkingCommunication skills Collaborative skills Respect for society and environment Informed and reasoned decision-makingAbility to resolve conflictsEntrepreneurship Self-confidence Creativity Ability to plan and manage projects
Enjoyment
Emotional awareness
Body awareness
Sense of belonging
Empowerment
Emotional reflexivity and consciousness
Perceptions of science
Attitudes towards science
Perceptions of scientific issues
Attitudes towards scientific issues
PERFORM FRAMEWORK
Systematic literature review
Keywords:
{science education or science learning}
{assessment or evaluation}
{framework / approach/ perspective/ method}
How are RRI process requirements and values being currently assessed in science education projects across
disciplines ?
What are the assessment frameworks behind?
What are the main gaps and challenges?
Scopus database
Preliminary results63 scientific papers or book chapters
Preliminary results
• Assessment approaches still lack transdisciplinarity
• The cognitive dimension is predominant
• Non-participatory assessments and mix-methods approaches
63 scientific papers or book chapters
Disciplines applied/ disciplinary background of the assessment
Science Education & EducationalResearch
Psychology (educational social,cognitive psychology; heuristics)
Semiotics and communication
Philosophy
Anthropology
Drama
Sociology
Preliminary results
• Assessment approaches still lack transdisciplinarity
• The cognitive dimension is predominant
• Non-participatory assessments and mix-methods approaches
63 scientific papers or book chapters
0
5
10
15
20
25
30
Mix-methods Only qualitative Only quantitative
Preliminary results
• Assessment approaches still lack transdisciplinarity
• The cognitive dimension is predominant
• Non-participatory assessments and mix-methods approaches
63 scientific papers or book chapters
MAIN GAP: RRI values andprocess requirements
RRI values and processrequirements
Transversal competences
Experientialaspects
Cognitive aspects
Preliminary results
• Assessment approaches still lack transdisciplinarity
• The cognitive dimension is predominant
• Non-participatory assessments and mix-methods approaches
63 scientific papers or book chapters
MAIN GAP: RRI values andprocess requirements
RRI values and processrequirements
Transversal competences
Experientialaspects
Cognitive aspects
Gender equality in participationApproaching critically gender issues
Social relevance of topics addressed
Participants’ acceptation of process/
outcomes
Connecting scientific topics with values
Critical approaches to gender
Ethical issues!
Thanks for your attention!
http://performresearch.eu
Heras et al. 2016 (forthcoming). Methodological aspects of sicenceeducation assessment. PERFORM D4.1.