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Title: Responsible research and innovation indicators for science education assessment: how to measure the impact?
Author: Heras López, Maria
Ruiz Mallen, Isabel  
Others: Universitat Autònoma de Barcelona. Institut de Ciència i Tecnologia Ambientals (ICTA)
Universitat Oberta de Catalunya. Internet Interdisciplinary Institute (IN3)
Keywords: responsible research and innovation
science learning
assessment indicators
young people
Issue Date: 24-Oct-2017
Publisher: International Journal of Science Education
Citation: Heras, M. & Isabel Ruiz-Mallén (2017). Responsible research and innovation indicators for science education assessment: how to measure the impact?. International Journal of Science Education, 39(18), 2482-2507. doi: 10.1080/09500693.2017.1392643
Project identifier: info:eu-repo/grantAgreement/RYC-2015-1767
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Abstract: The emerging paradigm of responsible research and innovation (RRI) in the European Commission policy discourse identifies science education as a key agenda for better equipping students with skills and knowledge to tackle complex societal challenges and foster active citizenship in democratic societies. The operationalisation of this broad approach in science education demands, however, the identification of assessment frameworks able to grasp the complexity of RRI process requirements and learning outcomes within science education practice. This article aims to shed light over the application of the RRI approach in science education by proposing a RRI-based analytical framework for science education assessment. We use such framework to review a sample of empirical studies of science education assessments and critically analyse it under the lenses of RRI criteria. As a result, we identify a set of 86 key RRI assessment indicators in science education related to RRI values, transversal competences and experiential and cognitive aspects of learning. We argue that looking at science education through the lenses of RRI can potentially contribute to the integration of metacognitive skills, emotional aspects and procedural dimensions within impact assessments so as to address the complexity of learning.
Language: English
ISSN: 0950-0693
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Articles cientÍfics


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