Opportunities and Challenges

1. EQUIPPING THE NEXT GENERATION FOR
RESPONSIBLE CITIZENSHIP
ENGAGE HUB: opportunities and challenges
Dr. Ale Okada
Knowledge Media Institute
The Open University, UK
Dr. Dury Bayram-Jacobs
Science Education and Communication Department
Delft University of Technology, Netherlands

2. How do I
teach RRI?
What is
RRI?
What RRI
do students
need?
Innovating Teachers’ practice

3. ADAPT
TRANSFORM
Change begins
ADOPT
Maximise the numbers
Engage project stages
12,000
teachers
3,000
practitioners
400
innovators

4. ENGAGE RRI curriculum
Equipping learners with knowledge, tools and skills
for responsible participation in society.
This means being able to:
• develop evidence-based opinions about scientific innovations
• and argue toward desired futures”. (COLEARN, 2015)

6. lesson sequence project
apply
skills
teach
skills
learn
content

7. Play 2 degrees

8. Enquire CommunicateSolveAnalyse
■ interrogate sources
■ critique claims
■ analyse patterns
■ draw conclusion
Should we tax sugary drinks?

10. Engage Hub
Create
portfolio &
self-assess
expertise
Produce
practices &
learning
outcomes
Share
comments
& rate
reviews
Use
Resources
& develop
strategies
TEACHER COMMUNITY
MOOC
OER

11. 8000 teachers registered

12. •20 countries
•Age: 40-49 (30%)
•Biology (38%)
•Secondary schools (80%)
•More than 16 years of teaching experience (41%)
•Teachers who will use it again (92%)
197 responses

13. ■ Ban Cola 30%
■ Ebola 29%
■ Three parents 22%
Popular materials

14. Activities from
ENGAGE are more
more successful than
the ones I created
The materials
are very topical
Thank you
for leaving it
editable
Teachers‘ comments

15. interesting
for students
33%
fun to
discuss
19%
related to
curriculum
27%
easy
to use
14%
7%
other

16. The influence of the materials on
improving the skills of the students
0
10
20
30
40
50
60
70
80
90
1 (NOT AT ALL) 2 3 4 5 (GREAT EXTENT)
Be able to analyse issues, apply knowledge, come to reasoned opinions, express these clearly, and consider possible actions
Critically evaluate the strength of the evidence for a claim about emerging science/technology, from a media report
Come to an informed opinion on a life, community or society decision, taking into account scientific and other perspectives
Argue for his/her opinion on a socio-scientific issue

17. Teachers‘ strategies
“We discuss the problem and the ways it
can be solved.” (Lithuania, Physics).
“Mainly through question and answer
sessions, e.g. 'What if....?‘ ” (UK, Science).
“Directing students to perform a little research
and gathering information and then discuss
the issue.” (Israel, Chemistry).

18. “Car wars really inspired
students to create more
questions in science”
“Giant Viruses allowed
students to read different
stories related to the same
dilemma”
Students questioned
other groups’ beliefs and
the level of concerns
about Giant Viruses”
“Students used real data
suggested in the materials to
bring questions, analyse and
interpret Solar roadways”
“Arguments were co-
constructed to support their
evidence-based reports on
Energy consumption”.
“Students were stimulated to look at all
the issues surrounding the dangers of
this virus and vaccination pros and
cons related to Ebola”
A lot of pupils knew benefits but not
the risks of a tanning bed – Ban
the Bed.
Students hooked their knowledge to
understand the issues of Taking a
test, the ignorance of some and
possible prejudice of others.
Students used science knowledge and
inquiry procedure to elaborate the
menu for the canteen by describing
sourcing the insects with detailed
information. Eat Insects
Students practiced various
skills, particularly arguing and
communicating science.
RRI inquiry skills

19. How could we ensure the sustainability of these
resources and opportunities for teachers at scale?
Final Remarks
https://litemap.net