- Prof. Anat Yarden
- Dr. Rachel Cohen
- Dr. Yossy Machluf
- Eran Zafrani
This project seek to advance the notion of socially aware and responsible science through scientific inquiry of socio-scientific issues.
An inquiry approach to science and technology education prepares young people to participate in socio-scientific debate, and thus contribute to their personal agency. To this end, students must possess an understanding of the processes and products of science and technology, and appreciate them as human endeavors. In addition, students need to exercise informed decision-making: considering and balancing relevant facts, interests, values, costs and benefits.
The PARRISE project (Promoting Attainment of Responsible Research & Innovation in Science Education) aims at introducing the concept of responsible research and innovation in primary and secondary education, by combining inquiry-based learning and citizenship education with socio-scientific issues in science education. The project also collects and shares existing best practices across Europe, as well as developing learning tools, materials and in/pre-service training courses for science teachers based on the SSIBL approach.
- Cohen, R., Zafrani, E., and Yarden, A. (2020). Science Teachers as Proponents of Socio-Scientific Inquiry-Based Learning: From Professional Development to Classroom Enactment, In: Evagorou, M., Nielsen, J. A., and Dillon, J. (Eds.), Science Teacher Education for Responsible Citizenship: Towards a Pedagogy for Relevance through Socio-scientific Issues, Springer, pp. 117-132.
- Zafrani, E., and Yarden, A. (2017). Becoming a Science Activist: A Case Study of Students’ Engagement in a Socioscientific Project, Sisyphus J. Educ., 5(3), 44-67.