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)

PERFORM: Participatory Engagement with Scientific and Technological Research through Performance

Exploring new science education methods based on the performing arts to foster young peoples’ motivations and engagement with STEM

RRI in Science Education

Source: RRI-Tools 2015

RRI in Science Education

Critical Thinking Reflexivity Social aspects Source: RRI-Tools 2015

Ethical issues

RRI in Science Education Process requirements Learning outcomes

Critical Thinking Reflexivity Social aspects Source: RRI-Tools 2015

Ethical issues

PERFORM FRAMEWORK RRI values and process requirements

Transversal competences

Experiential aspects

Cognitive aspects

Inclusiveness of all participants Gender Engagement Ability to boost creative and critical thinking Inclusion of ethical issues

Learning to learn Social and civic competences Sense of initiative

Feelings and emotions Perceptions and attitudes towards science

Basic knowledge Conceptual change

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 Understanding the importance and value of learning Learning autonomy Reflective thinking Communication skills Collaborative skills Respect for society and environment Informed and reasoned decision-making Ability to resolve conflicts Entrepreneurship 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

Systematic literature review 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?

Keywords: Scopus database

{science education or science learning} {assessment or evaluation} {framework / approach/ perspective/ method}

Preliminary results 63 scientific papers or book chapters

Preliminary results • Assessment approaches still lack transdisciplinarity • The cognitive dimension is predominant • Non-participatory assessments and mixmethods approaches

63 scientific papers or book chapters Disciplines applied/ disciplinary background of the assessment Science Education & Educational Research

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 mixmethods approaches

63 scientific papers or book chapters

30

25

20

15

10

5

0 Mix-methods

Only qualitative

Only quantitative

Preliminary results • Assessment approaches still lack transdisciplinarity • The cognitive dimension is predominant • Non-participatory assessments and mixmethods approaches MAIN GAP: RRI values and process requirements

63 scientific papers or book chapters

RRI values and process requirements

Transversal competences

Experiential aspects

Cognitive aspects

Preliminary results • Assessment approaches still lack transdisciplinarity • The cognitive dimension is predominant • Non-participatory assessments and mixmethods approaches MAIN GAP: RRI values and process requirements

63 scientific papers or book chapters

RRI values and process requirements

Transversal competences

Experiential aspects

Gender equality in participation Approaching critically gender issues

Social relevance of topics addressed Participants’ acceptation of process/ outcomes Connecting scientific topics with values

Cognitive aspects

Critical approaches to gender Ethical issues!

Thanks for your attention!

maria.heras@uab.cat iruiz-mallen@uoc.edu http://performresearch.eu Heras et al. 2016 (forthcoming). Methodological aspects of sicence education assessment. PERFORM D4.1.