PARRISE: Promoting Attainment of Responsible Research and Innovation in Science Education
The aim of the PARRISE project is to collect and share existing best practices across Europe and develop learning tools, materials and in/pre-service training courses for science teachers based on the Socio-Scientific Inquiry-Based Learning (SSIBL) approach.
Our aim is to empower and facilitate science teachers and teacher educators, by in-service and pre-service professional development courses, based on reshaped best practices available among the partners. These shared selected best practices will be reflected on from a ‘Responsible Research and Innovation’ (RRI) perspective and improved by an international ‘community of learners’ who incorporate RRI in their teaching and learning processes.
The PARRISE project has established a multidisciplinary team and facilitates networking activities among teachers, teacher educators and educational researchers of 18 institutions in 11 countries. The project builds on recently developed Inquiry-Based Science Education (IBSE) insights and fosters implementation of IBSE in educational practice.
Country: Austria, Cyprus, Estonia, France, Hungary, Israel, Netherlands, Portugal, Spain, Sweden, United Kingdom
Coordinator: Dr. Marie-Christine Knippels, Freudenthal Institute for Science and Mathematics Education (FIsme), Utrecht University, www.fisme.science.uu.nl/fisme/en/
- Universiteit Utrecht, Netherlands
- Institute of Education, University of London, United Kingdom
- University of Southampton, United Kingdom
- Weizmann Institute of Science, Israel
- Malmoe Hoegskola (Malmoe University), Sweden
- Karlstads Universitet, Sweden
- Umea Universitet, Sweden
- Instituto de Ciencias e Tecnologias Agrarias e Agro-Alimentares, Portugal
- Cyprus University of Technology, Cyprus
- Universitaet Wien, Austria
- Ecole Nationale de Formation Agronomique ENFA, France
- Universite Montpellier 2 Sciences et Techniques, France
- Stichting Universiteit Voor Humanistiek, Netherlands
- Radboud University Nijmegen, Netherlands
- Universidad de Jaen, Spain
- Sihtasutus Tallinna Tehnika- ja Teaduskeskus, Estonia
- Universitaet Klagenfurt, Austria
- Eotvos Lorand University, Hungary
Target groups: policy makers, researchers, teachers, trainee teachers, university lecturers
Topic: Biology, Ecology, Energy, Environmental sciences, Physics
Start year: 2013
End year: 2017
Contact person: Dr.Marie-Christine Knippels M.C.P.J.Knippels (at) uu.nl
The PARRISE consortium is developing the socio-scientific inquiry-based learning (SSIBL) framework, which seeks to elaborate the concept of ‘Responsible Research and Innovation’ (RRI) thereby providing an educational framework operationalizing democratic participation in RRI for SSIBL.
In its final form, SSIBL will provide a conceptual framework underpinning the epistemic relationships between RRI, Inquiry-Based Science Education (IBSE), Socio-Scientific Issues (SSI) and Citizenship Education (CE).
The SSIBL framework will also incorporate best practices in RRI, IBSE, SSI and CE, drawing from the rich and diverse experiences of the 18 consortium members. The framework will act as a core organizing principle for the diverse units within the programme.
Teaching IBSE within citizenship and RRI contexts is a challenge as different domains such as school science, ethics, citizenship and research science have to be integrated. Such integration is not commonly practised in European schools, hence the need for strong theoretical guidance and workable and flexible exemplars based on good practice.
The SSIBL framework will be published in openly accessible sites and scholarly venues, such as scientific journals. Research based on the SSIBL framework, presenting empirical results from the implementation of the SSIBL framework, will also be published and announced on the SCIENTIX and PARRISE websites.
The PARRISE project is developing Teacher Professional Development (TPD) activities in SSIBL for primary education (ages 10-12), lower secondary education (ages 12-16) and upper secondary education (ages 16-18). These activities are based on best practices available among the partners and include both formal and informal education.