EQUIPPING THE NEXT GENERATION FOR RESPONSIBLE CITIZENSHIP

ENGAGE HUB: opportunities and challenges

Dr. Ale Okada Knowledge Media Institute

The Open University, UK

Dr. Dury Bayram-Jacobs Science Education and Communication Department

Delft University of Technology, Netherlands

How do I teach RRI?

What is RRI?

What RRI do

students need?

Innovating Teachers’ practice

ADAPT

TRANSFORM

Change begins

ADOPTMaximise the numbers

Engage project stages

12,000teachers

3,000practitione

rs

400innovators

ENGAGE RRI curriculumEquipping learners with knowledge, tools and skills for responsible participation in society.

This means being able to:• develop evidence-based opinions about scientific innovations• and argue toward desired futures”. (COLEARN, 2015)

benefitsengageme

nt simple to use

good learning

costs

curriculum time

new strategy

no right answers

ENGAGE lesson?life

work

lesson sequence project

apply skills

teach skills

learn content

Play 2 degreessequen

celesson

Mooc

Enquire Analyse■ interrogate

sources■ critique claims■ analyse patterns■ draw conclusion

Should we tax sugary drinks?

ratings

advanced users

Engage Hub

Create portfolio &self-assess expertise

Produce practices &

learning outcomes

Share comments

& rate reviews

Use Resources & develop strategies

TEACHER COMMUNITY

MOOC

OER

8000 teachers registered

•20 countries•Age: 40-49 (30%)•Biology (38%)•Secondary schools (80%)•More than 16 years of teaching experience (41%)•Teachers who will use it again (92%)

197 responses

■Ban Cola 30%

■Ebola 29%

■Three parents 22%

Popular materials

Critique

claims

Estimate

risks

Use Ethics

Activities from ENGAGE are

more successful than the ones I

createdThe materials are very topical

Thank you for leaving it

editable

Teachers‘ comments

interesting

for students33%

fun to discuss

19%

related to curriculu

m

27%

easy to use

14%7%

other

The influence of the materials on improving the skills of the students

1 (not at all) 2 3 4 5 (great extent)0

10

20

30

40

50

60

70

80

90

Be able to analyse issues, apply knowledge, come to reasoned opinions, express these clearly, and consider possible actions

Critically evaluate the strength of the evidence for a claim about emerging science/technology, from a media report

Come to an informed opinion on a life, community or society decision, taking into account scientific and other perspectives

Argue for his/her opinion on a socio-scientific issue

Teachers‘ strategies

“We discuss the problem and the ways it can be solved.” (Lithuania, Physics).

“Mainly through question and answer sessions, e.g. 'What if....?‘ ” (UK, Science).

“Directing students to perform a little research and gathering information and then discuss the issue.” (Israel, Chemistry).

“Car wars really inspired students to create more questions in science”

“Giant Viruses allowed students to read different stories related to the same dilemma”

Students questioned other groups’ beliefs and the level of concerns about Giant Viruses”

“Students used real data suggested in the materials to bring questions, analyse and interpret Solar roadways”

“Arguments were co-constructed to support their evidence-based reports on Energy consumption”.

“Students were stimulated to look at all the issues surrounding the dangers of this virus and vaccination pros and cons related to Ebola”

A lot of pupils knew benefits but not the risks of a tanning bed – Ban the Bed.

Students hooked their knowledge to understand the issues of Taking a test, the ignorance of some and possible prejudice of others.

Students used science knowledge and inquiry procedure to elaborate the menu for the canteen by describing sourcing the insects with detailed information. Eat Insects

Students practiced various skills, particularly arguing and communicating science.

RRI inquiry skills

    

How could we ensure the sustainability of these

resources and opportunities for teachers at scale?

Final Remarks

https://litemap.net