Responsible Research and Innovation in Science Education: The Solution or The Emperor’s New Clothes?

  • Mats Lundström Department of Science, Environment and Society, Faculty of Education and Society, Malmö University
  • Jesper Sjöström Department of Science, Environment and Society, Faculty of Education and Society, Malmö University
  • Helen Hasslöf Department of Science, Environment and Society, Faculty of Education and Society, Malmö University
Keywords: Responsible research and innovation (RRI), Scientific literacy, Nature of Science (NOS), Socioscientific issues (SSI), Science education / Investigação e Inovação Responsáveis, Literacia científica, Questões sociocientíficas, Educação em ciências

Abstract

Abstract
The European Commission has for the past 10 years emphasised the importance of “Responsible research and innovation” (RRI). RRI is an approach that anticipates and assesses potential implications and societal expectations with regard to research and innovation, with the aim to foster the design of inclusive and sustainable research and innovation. Despite efforts to support RRI projects, however, little attention has been given to RRI in science education and science education research over this period. This article problematises the concept RRI and its relation to some of the key concepts in science education, comparing and discussing it in relation to scientific literacy, nature of science and socioscientific issues. The meeting between scientists and students is emphasised as a key issue to address, if RRI is to be regarded as an important part of science education.

Resumo
A Comissão Europeia tem enfatizado nos últimos 10 anos a importância da Investigação e Inovação Responsáveis (IIR). A IIR é uma abordagem que antecipa e avalia as potenciais implicações e as expectativas societais no que diz respeito à investigação e inovação, com o objetivo de fomentar o desenvolvimento de uma investigação e inovação inclusiva e sustentável. No entanto, apesar dos esforços para apoiar os projetos de IIR, durante este período pouca atenção foi dada à IIR na educação em ciências e na investigação em educação em ciências. Este artigo problematiza o conceito de IIR e a sua relação com alguns dos conceitos-chave da educação em ciências, comparando-o e discutindo-o relativamente à literacia científica, à natureza da ciência e às questões sociocientíficas. O encontro entre cientistas e estudantes é enfatizada como uma questão-chave a abordar, se a IIR for considerada uma parte importante da educação em ciências.

Author Biographies

Mats Lundström, Department of Science, Environment and Society, Faculty of Education and Society, Malmö University
Mats Lundström has a PhD in education. He works as a senior lecturer in science education at the Faculty of Education and Society at Malmö University. His research mainly focus on scientific literacy and how scientific knowledge is used or not used in different situations, for instance concerning health. Lundström has also published research about examiners’ assessment practice.  He has participated in two EU-funded projects, (SAILS and PARRISE).
Jesper Sjöström, Department of Science, Environment and Society, Faculty of Education and Society, Malmö University
Jesper Sjöström is associate professor in educational sciences at the Department of Science-Environment-Society at Malmö University. Prior to joining Malmö University in 2007 he was a post-doc researcher at the Research Policy Institute, Lund University. His current research focuses on science education for critical citizenship and sustainability. He is, among other things, interested in praxis implications of different visions of scientific literacy and especially in the relationships between Bildung-view, knowledge in and about science-technology-society-environment-health (STSEH), and Didaktik.
Helen Hasslöf, Department of Science, Environment and Society, Faculty of Education and Society, Malmö University
Helen Hasslöf is senior lecturer in science education at the Faculty of Education and Society at Malmö University. Her research interests focus on complexity and the purpose of education in natural science, environmental and sustainability education. Previously working on environmental and nature conservation issues within the government's public investigation, outdoor pedagogics and ecological research. Helen has also been working with a couple of interregional EU-funded project, concerning sustainability education, integration and teacher development programs.
Published
2017-10-31