How is RRI relevant for science teaching?

Ark of Inquiry actively promotes the integration of rri aspects into science education in various ways. Firstly, a large effort has been made to raise awareness of teachers to rri by dedicating parts of web-based supportive materials and teacher training modules to rri.  The teacher training modules will include examples which illustrate different ways to include rri aspects in science classes. The project has also developed a pedagogical scenario which supports teachers in designing rri activities in relation to their science classes.

The Ark of Inquiry project also aims to foster rri by teaching pupils core inquiry skills needed to evaluate the credibility and consequences of scientific research and by offering opportunities for pupils to engage with different societal actors involved in the research and innovation process. Communicating and sharing ideas develops awareness and understanding among all participants. Preparing future citizens for their role as active and informed participants in rri therefore requires emphasising the importance of communication and dialogue.

In the Ark of Inquiry project this aspect is highlighted by including inquiry activities where pupils must interact with a range of stakeholders such as science centre staff, university researchers, teacher education students, and citizens/end users.

For instance, when the actual inquiry process is finished it is time to communicate to a wider audience on the relevance, consequences, and ethics of those findings. In this last phase, therefore, special interest is paid to learning to reflect on, communicate and discuss their inquiry activities and findings to peers, teachers, and society. For the purpose of communication, pupils learn to share research findings by being able to articulate the own understandings of the research answers or hypotheses. They also learn to listen to others sharing their findings or commenting on yours. To communicate well, pupils must be able to reflect on (specific parts of) the inquiry process, and point out the relevance, consequences and ethical issues related to it. They need to be able to receive and provide feedback, and by doing so become part of a community of inquirers that encompasses ongoing discussion fed by scientific research.

A representative example that illustrates how rri components can be attained is provided here.