Presentation from the 2nd Scientix Conference, 24-26 Ocotober 2014, Brussels, Belgium

1. Integrating society in science education
Ralph Levinson (Institute of Education University of London)
• ralph.levinson@ioe.ac.uk
• www.parrise.eu
PARRISE (grant agreement 612438) is funded by the European Commission.
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4. • How can scientific principles be operationalised in socio-political
and ethical contexts?
• How can the uncertainty associated with contemporary science
and technology best be taught?
• On what grounds do experts disagree and how do we know how
to trust their judgments?
• How do you learn to distinguish between scientific, social and
ethical propositions?
• How can democratic participation, decision-making and action
best be facilitated in formal and informal educational settings?
• What does socio-scientific inquiry-based learning (SSIBL) look like?

5. • ‘Wicked’ problems
• Non-trivial outcomes
• Authenticity (social and personal)
• Participative
• Stems from students’ interest and concerns
• Triggering mechanisms
• Informal/formal processes
• Scientific knowledge (sometimes contested)
• Diverse methodologies for collecting and analysing data
• Scaffolded
• Communities of inquiry for professional development
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Making edible
playdough for
a party in a
homeless
shelter
Cleaning up a local
river bank through
a multi-agency
approach
Modeling and making
the school animal
house
Removing the
school’s sugary drink
dispenser
Inquiry with
scientists into
patterns of
diabetes among
Bangladeshi
community of east
London
Research into
crumple zones before
lessons on forces
A lesson on
alumninium
manufacture leads to a
survey on how
aluminium is used to
wrap sweets

7. Social
justice
Components
of inquiry,
e.g. planning,
collecting data
Knowledges
Nature of
Science
Pedagogy
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Received Applied Reconstructed and contextualised
Knowledge
Structured/dependent Guided Independent
Skills
Implicit Emergent Explicit and justified
Values
Dispositions
Organised for explicit practice Self-organised Autonomous, communal

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Skill Professional
Development Activity
Indicator of competence
Scaffolding inquiry Preparation of resources at
different levels
Builds on prior and relevant
knowledge
Mapping the controversy Local/global Identifies stakeholders
Authenticity Canvassing ideas/triggers Reflects enthusiasm an
durability
Use of Multimedia Sharing networks Responsivity to requests for
information
Assessment Reflective assessment Reflects ongoing learning
Promoting participation Teacher as facilitator Criticality of group discussion
Curriculum Mapping Integrating within curriculum
Nature of Science Discussion of research in media Helps students to understand
uncertainty
Communication Argumentation Buttressing reasoned
arguments
Action Reflecting on possible actions Supports students in taking and
evaluating actions

10. Contact:
www.parrise.eu
Thank you
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12. PARRISE (grant agreement 612438) is funded by the European Commission. 12

13. PARRISE (grant agreement 612438) is funded by the European Commission. 13

14. PARRISE (grant agreement 612438) is funded by the European Commission. 14

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