Contextualizing the EU’s “Responsible Research and Innovation” Policy in Science Education: A Conceptual Comparison with the Nature of Science Concept and Practical Examples
Antti Laherto 1 * , Lorenz Kampschulte 2, Miikka de Vocht 3, Ron Blonder 4, Sevil Akaygun 5, Jan Apotheker 6
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1 University of Helsinki, FINLAND
2 IPN-Leibniz Institute for Science and Mathematics Education / Deutsches Museum, GERMANY
3 Helsinki Upper Secondary School of Natural Sciences, FINLAND
4 Weizmann Institute of Science, ISRAEL
5 Bogazici University, TURKEY
6 University of Groningen, THE NETHERLANDS
* Corresponding Author

Abstract

The European Union (EU) encourages science education to be oriented towards the concept of Responsible Research and Innovation (RRI), i.e. socially and ethically sensitive and inclusive processes of science and technology. Connecting RRI to prevailing concepts in science education, such as the Nature of Science (NoS), may facilitate the incorporation of RRI in curricula and classrooms. We carried out a conceptual comparison between the EU’s RRI policy and a recent reconceptualization of NoS, known as the expanded Family Resemblance Approach. We discuss how the socio-institutional nature of science in that approach closely connects to the RRI and can provide a means for RRI teaching. To illustrate these opportunities, we present practical classroom approaches developed in the EU-funded project IRRESISTIBLE, and survey results on teachers’ perspectives on RRI. The aim of this work is to understand better the potential implications of RRI to research and practice in science education.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/89513

EURASIA J Math Sci Tech Ed, 2018 - Volume 14 Issue 6, pp. 2287-2300

Publication date: 25 Mar 2018

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