NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1187860
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1046-560X
Exploring Teachers' Concerns about Bringing Responsible Research and Innovation to European Science Classrooms
de Vocht, Miikka; Laherto, Antti; Parchmann, Ilka
Journal of Science Teacher Education, v28 n4 p326-346 2017
The European Union pushes science education to orient toward the concept of Responsible Research and Innovation (RRI; i.e., socially and ethically sensitive and inclusive processes of science and technology). Schools should further understanding on how science interacts with society and increase students' engagement in science. This exploratory study analysed concerns of 67 active, forward-looking teachers from 10 European countries using a questionnaire based on the concerns-based adoption model (C-BAM) and open-ended questions regarding the adoption of RRI into teaching. In the context of an international professional development programme on RRI, a pre/post comparison was also carried out for 29 of the teachers. The results showed that the forerunner teachers were willing to find information and collaborate on RRI teaching and believed that RRI can engage students and be a worthwhile part of the curriculum. Yet the respondents voiced personal concerns about their ability to teach RRI, and only a few concerns were resolved during the professional development period. Teachers need extended support and networking to contextualise RRI into their science lessons. On the basis of the results, we discuss the possibilities of teaching RRI implicitly rather than explicitly in order to foster students' own reasoning about RRI-related values. Our results also demonstrate that the customary questionnaire used with C-BAM gives a consistent picture of teachers' concerns but does not differentiate teachers enough in order to formulate a statistically sound clustering of concern profiles. We argue that with proper adjustments the questionnaire can provide more diverse and informative profiling of teachers' concerns.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: European Union
Identifiers - Assessments and Surveys: Stages of Concern Questionnaire