Performing RRI in science education: how to measure the impact

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



Critical Thinking

Reflexivity

Social aspects

Ethical issues



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





0

5

10

15

20

25

30

Mix-methods Only qualitative Only quantitative

Preliminary results





MAIN GAP: RRI values andprocess requirements



Experientialaspects

Cognitive aspects

Preliminary results





MAIN GAP: RRI values andprocess requirements



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!

[email protected]

[email protected]

http://performresearch.eu

Heras et al. 2016 (forthcoming). Methodological aspects of sicenceeducation assessment. PERFORM D4.1.

mailto:[email protected]

mailto:[email protected]

http://performresearch.eu/

Performing RRI in science education: how to measure the impact

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