Responsible research and innovation indicators for science education assessment: how to measure the impact?
| Autor: | María Heras, Isabel Ruiz-Mallén |
|---|---|
| Přispěvatelé: | Universitat Autònoma de Barcelona. Institut de Ciència i Tecnologia Ambientals (ICTA), Universitat Oberta de Catalunya. Internet Interdisciplinary Institute (IN3) |
| Rok vydání: | 2017 |
| Předmět: |
Science indicators
aprenentatge de les ciències jóvenes Measure (physics) investigación e innovación responsables responsible research and innovation assessment indicators 050905 science studies computer.software_genre Science education compromiso young people Education Indicadors científics aprendizaje de las ciencias Educational assessment Political science Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION European commission indicadors d'avaluació science learning Responsible Research and Innovation 4. Education 05 social sciences 050301 education aprenentatge de ciències Indicadores científicos joves aprendizaje de ciencias compromís indicadores de evaluación Key (cryptography) Engineering ethics 0509 other social sciences Science learning 0503 education computer recerca i innovació responsables engagement |
| Zdroj: | O2, repositorio institucional de la UOC Universitat Oberta de Catalunya (UOC) Recercat. Dipósit de la Recerca de Catalunya instname International Journal of Science Education Dipòsit Digital de Documents de la UAB Universitat Autònoma de Barcelona |
| Popis: | Unidad de excelencia María de Maeztu MdM-2015-0552 The emerging paradigm of responsible research and innovation (RRI) in the European Commission policy discourse identifies science education as a key agenda for better equipping students with skills and knowledge to tackle complex societal challenges and foster active citizenship in democratic societies. The operationalisation of this broad approach in science education demands, however, the identification of assessment frameworks able to grasp the complexity of RRI process requirements and learning outcomes within science education practice. This article aims to shed light over the application of the RRI approach in science education by proposing a RRI-based analytical framework for science education assessment. We use such framework to review a sample of empirical studies of science education assessments and critically analyse it under the lenses of RRI criteria. As a result, we identify a set of 86 key RRI assessment indicators in science education related to RRI values, transversal competences and experiential and cognitive aspects of learning. We argue that looking at science education through the lenses of RRI can potentially contribute to the integration of metacognitive skills, emotional aspects and procedural dimensions within impact assessments so as to address the complexity of learning. |
| Databáze: | OpenAIRE |
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