Contextualizing the EU’s “Responsible Research and Innovation” Policy in Science Education: A Conceptual Comparison with the Nature of Science Concept and Practical Examples

Laherto, Antti; Kampschulte, Lorenz; Vocht, Miikka de; Blonder, Ron; Akaygün, Sevil; Apotheker, Jan

doi:10.29333/ejmste/89513

Cited by 20 publications

(10 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some have argued that STEM education programs should "present broader STEM career possibilities, including careers that integrate social justice, empathy, and equity matters" [78] (p. 1). Responsible research and innovation (RRI) is a concept in the European Community applied to science education to broaden its scope [79][80][81].…”

Section: Stem and Science Educationmentioning

confidence: 99%

“…Responsible research and innovation (RRI) is a concept developed within the EU for science education to increase social and ethical issues within scientific and technological research and innovation [79][80][81]. Undergraduate disabled research students could contribute to this goal by providing data on what RRI must think about in relation to disabled people, to be socially and ethically sensitive and inclusive in relation to disabled people.…”

Section: Research On Disability Contributes To Stem and Science Educamentioning

confidence: 99%

See 1 more Smart Citation

Undergraduate Disabled Students as Knowledge Producers including Researchers: A Missed Topic in Academic Literature

Lillywhite

Wolbring

2019

Education Sciences

View full text Add to dashboard Cite

Research experience is beneficial for undergraduate students for many reasons. For example, it is argued in academic literature and in reports produced by various organizations that engage with science, technology, engineering and math (STEM) education and science education that undergraduate research experience increases the graduation rate in STEM disciplines as well as the amount of students thinking about STEM careers. As such, being researchers should also be of benefit to undergraduate disabled students in all disciplines including STEM education. However, given that undergraduate disabled students encounter many problems within post-secondary education, including STEM education, undergraduate disabled students might encounter problems in becoming researchers. Policies are to be guided by knowledge and evidence. However, knowledge and evidence deficits exist in relation to the lived experience of disabled people. Undergraduate disabled students could decrease the knowledge deficit as researchers and knowledge producers. The numbers of disabled academic faculty are judged as being too low and efforts are under way to increase the number of disabled academics. Increasing the number of undergraduate disabled researchers might increase the available pool of disabled students that pursue an academic career. Given the important role research performed by undergraduate disabled students can play and given that many studies highlight problems for disabled students in post-secondary education in general, we used a scoping review approach to investigate the coverage of undergraduate disabled students as knowledge producers, including as researchers, in the academic literature. Using various search strategies, we obtained 1299 initial hits. However, only 15 had relevant content. No study investigated how undergraduate disabled students select their research topics or how they are enticed to pursue research projects outside of a course-based framework. No study looked at the linkage between being an undergraduate disabled researcher and career choices or using the obtained research skills on the undergraduate level in one's role as a community member after graduation. Our findings suggest an opportunity for many fields, ranging from disability studies to STEM education, to generate more empirical data and conceptual work on the role of undergraduate disabled students as knowledge producers including as researchers. Such studies could help to increase the numbers of undergraduate disabled students as knowledge producers, including researchers, which in turn could help to increase (a) the number of disabled academics, (b) the number of disabled students who perform research in the community after graduation, (c) the degree success of disabled students and (d) the knowledge available on the social situation of disabled people.

show abstract

Section: Stem and Science Educationmentioning

confidence: 99%

Section: Research On Disability Contributes To Stem and Science Educamentioning

confidence: 99%

Undergraduate Disabled Students as Knowledge Producers including Researchers: A Missed Topic in Academic Literature

Lillywhite

Wolbring

2019

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Surveys show that university professors who have had the opportunity to familiarise themselves with the RRI framework tend to accept and appreciate its values and potential benefits (Laherto et al, 2018). However, many of them fail to recognise their own responsibility in the process of RRI-inspired education that leads to transformational learning for the students and all stakeholders involved.…”

Section: Studies and Articlesmentioning

confidence: 99%

Educating Future Business Leaders Through Values of Responsible Research and Innovation. Exploring the Potential of Sensitising Students in the Leading Business School of a Converging Economy

Kozma

2021

Veztud

View full text Add to dashboard Cite

The purpose of the research project was to explore the potential for applying the Responsible Research and Innovation (RRI) approach in a leading business school. It was the authors’ intention to discern the key issues in how their business undergraduate students see their current and future roles as contributors to addressing major challenges in society. The authors’ findings revealed what students starting their university education already know about the societal issues addressed by the RRI initiative, and also in terms of where the greatest room for improvement exists for professors of business courses. The comparison of the results from action research between bachelor students and MBA students revealed preliminary indications of potential regional patterns (Central-Eastern Europe) to be further identified. The professional implications for business school faculty include encouragement to refine the business concept introduced to students so as to become more inclusive and responsive.

show abstract

“…Responsible Research and Innovation is a concept that has been coined by the EU, linking chemistry and more in general science education to societal issues. [21] Six main concepts have been identified to describe the broader concept of RRI. These six concepts are given in Table 2.…”

Section: Responsible Research and Innovationmentioning

confidence: 99%

The Irresistible Use of Contexts in Chemistry Education

Apotheker

2018

Israel Journal of Chemistry

Self Cite

View full text Add to dashboard Cite

In an introduction the position of chemistry education over the past twenty five years is discussed. The relative low interest of students is discussed as well as some ways that were formulated to counteract this low interest and raise the number of students electing to study science and more in particular chemistry. Context oriented chemistry is one of these solutions, in which a specific context related to everyday life is chosen as a starting point to learn about chemistry. An example from an FP7 project, called Irresistible is presented, to demonstrate the use of contexts. In this project several other aspects were introduced as well. One of them was the introduction of current science research in the classroom. The idea is that students get a better understanding of science at the university when confronted with (results) of recent research. A second aspect is the introduction of the concept of ‘Responsible Research and Innovation’. This concept formulated by the EU, discusses the link between scientific research and society, and specifically the way science can play a role in solving problems society is confronted with as formulated for example by the sustainable development goals of the UN.

show abstract

Contextualizing the EU’s “Responsible Research and Innovation” Policy in Science Education: A Conceptual Comparison with the Nature of Science Concept and Practical Examples

Cited by 20 publications

References 23 publications

Undergraduate Disabled Students as Knowledge Producers including Researchers: A Missed Topic in Academic Literature

Undergraduate Disabled Students as Knowledge Producers including Researchers: A Missed Topic in Academic Literature

Educating Future Business Leaders Through Values of Responsible Research and Innovation. Exploring the Potential of Sensitising Students in the Leading Business School of a Converging Economy

The Irresistible Use of Contexts in Chemistry Education

Contact Info

Product

Resources

About