PARIS – France, 23rd of September 2014
Mainstreaming RRI in the formal and informal science education landscapes.
Relevant approaches and practices will be discussed, focussing on RRI for formal and informal Science Education through three discussion groups:
Group A – Implementing RRI in the classroom : preparing the teachers
How can CPD and online communities prepare teachers for RRI adoption? What are the training needs in order to induce an uptake of “RRI culture” in science teaching? What are the most interesting innovative training approaches and communities of practice that can motivate teachers and students?
Questions raised by experts:
How could we foster RRI by a better integration of scientific knowledge and principles in society, especially with young people and educators, to allow for a more knowledgable and critical public that will better be able to voice their concerns and understand crucial developments? (Klaus Hadwiger).
How could we integrate teacher professional development, IBSE and Ethical dimensions in science teaching and the sciences we teach? (Peter van Marion.)
How are our projects applying RRI in schools for informal settings, online teacher training and platforms? (Audrey Savre).
What are the Approaches for and experiences with teachers’ CPD for RRI, and RRI in the classroom (Marie Christine Knippels).
Participants: (Teachers CPD: Yael, [f]Sonia, [r]Philippa, Julie, [m]Fotini); (Teachers Community: ,[r]Gemma, Sanuel, [m]Gabriel, Harald, Palmira,)
Mapping “science and technology” into “RRI” in informal and formal education
Today science is no more limited to knowledge, and it is increasingly framed in terms of its social and economic impacts, ethical issue, governance and citizen participation, etc. Informal science education settings are shaping and contributing to this trend, formal science education is developing ways to mainstream this vision in its teaching practices and learning objectives.
In this framework, links and partnership are necessary between the school system (teachers and students) and: active researchers and research institution, science media, informal science education institutions such as science centres, etc.. Also, the involvement of families and parents need not to be neglected.
Group B – Connecting Informal and formal learning for students’ RRI adoption (young citizens + parents)
Questions raised by experts:
What are the key issues for including science news and the contribution of active scientists to enrich students’ learning?
What are the strategies for engaging parents when working with young people? How could we make the science more inclusive by broadening its concepts and outcomes in the general opinion? (Camile Breton.)
What are the key issues to promote citizenship and scientific literacy through science communication/ informal learning as well as support evidence-based policy making? (Antonio Costa. & Marzia Mazzonetto.)
What are the best existing practices in other projects and other initiatives to promote RRI awareness in the formal education sector? ( Maite Debry)
How could we apply a chain management approach that address young talent all the way through (from primary -secondary-HE-labout market)? (Bart van de Laar)
How could we foster the further development of RRI in theory and its dissemination in practice?. Besides advocacy this also requires more insights into facilitators and barriers (Jacqueline Broerse).
Participants: (Schools: Tony, Mario[f], Francine, [r]Aristos, [m]Anna) (Students: [r]Maria, Ale, [m]Emil, Vanessa, )
Group C – Building RRI partnerships (Industry, Science Centers and Scientists)
Questions raised by participants:
What are the strategies for dissemination and promoting partnerships? What are the key benefits and barriers for wide recruitment of stakeholders?
How are our projects establishing strong connections between IBSE, RRI, Science in society, science museology (Ignasi Verdeguer).
How could we promote RRI as a radical change in the way research and innovation activities are conducted across Europe? (Peter Gray).
How are our projects fostering collaborations between corporations, universities, local authorities and science centers? (Bart van de Laar ).
How could we develop two-way communication, and involve target audience in science, technology and innovation with respect to different motives and interests? (Bart van de Laar)
How could we support RRI living systems (ecosystems, human-systems etc.) function, and how they could be improved if needed? (Malvina Artheau).
How different projects are promoting institutional transformation, children’s empowerment, trans-disciplinary working (Tricia Jenkins).
Participants: (Museums, Science Centres: Matteo, Dalius,[m]Laura, Bernie[r], Ignacio, ) (Policy Makers: [f]Kathy, Meriem,[r]Pat, Elin, [m]Mihai, )
Plenary 1 – [f]Matteo , [m]Ale, [r] Pat
Plenary 2 – [f]Tony, [m] Ale, [r] Pat
Group [A] Sonia
Group [B] Mario
Group [C] Kathy
[f] facilitator, [r] reporter, [m] mapper