Suchergebnisse

While emerging approaches, like the RRI paradigm, put students' participation and appropriation of the learning process at the center of science education, attempts at open assessment and evaluation have been more slowly applied in practice' a homeostatic tendency to continue these practices in the older, continual methods. Assessment, however, is a fundamental topic in science education and pedagogy, permeating science education curriculum, teaching and learning practices and research. This chapter explores the novel role of participatory approaches in science education assessment to support learning and inform and adapt teaching practices that fulfill learners' basic needs, while approaching global challenges in novel and engaging ways. This is done through the analysis of an empirical experience of participatory indicators development in Spain, France and United Kingdom, as part of the H2020 EU PERFORM research project. The PERFORM project aims to engage secondary school students in science learning by using performing arts. Eight exploratory workshops were implemented in four selected secondary schools in each country to explore students' motivations to participat in science education activities and identify participatory assessment indicators. A total of 122 secondary-school students participated in the process. Workshop results provided not only specific contextual insights from each country, key to understand students' motivations, but also fresh and culturally relevant assessment indicators.

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.

Gender aspects continue to play an important role in science education, conditioning study choices or shaping beliefs about one's own capacities and those of others. Performing arts based initiatives are on the forefront of innovative science education approaches and have participatory, dialogic and dialectic qualities to engage students in democratic, inclusive and reflective ways of learning. Both these dimensions can be brought together in order to explore how arts-based science education can contribute to address gender bias and stereotypes in educational and team-collaborative settings.