PARRISE Final Conference

Science and society in education

Promoting Responsible Research and Innovation through Science Education

Sunday, August 20th, 2017
Dublin City University, Dublin, Ireland

One-day conference preceding ESERA 2017

Inquiry based learning

Socio scientific issues

Citizenship education

Science education conference

The conference ‘Science and society in education’ is aimed at science teachers and teacher trainers (primary and secondary education), science education researchers, informal science educators, and representatives from government and stakeholder organisations.

Experience new ways of introducing social issues in science education, learn about innovating teacher professional development. Witness how teachers stage these approaches in their classroom.

This conference is organised by the EU PARRISE project. It points out future directions for Responsible Research and Innovation in science education, by connecting findings of PARRISE with those of other EU projects in science education.

Key words: inquiry based learning, socio-scientific issues, citizenship education

PARRISE final conference – Program

Sunday, 20th of August

Venue: DCU campus, Nursing building, Dublin, Ireland


Plenary session
Location: room HG23

10.30-10.45 Opening
Christine Knippels, PARRISE coordinator & Utrecht University, The Netherlands
Introduction of conference, small discussion of results of PARRISE, what to expect of the day.

10.30-10.45 Brief introductory questions

  • Shu-Nu Chang Rundgren, PARRISE & Stockholm University, Sweden (primary education)
  • Marcus Grace, PARRISE & Southampton University, UK (lower secondary education)
  • Anat Yarden, PARRISE & Weizmann Institute of Science, Israel (upper secondary education)

11.00-12.00 Plenary panel session 1, Socio-Scientific Inquiry-based Learning and Responsible Research and Innovation
Moderated by Elena Kyza, PARRISE & Cyprus Universityof Technology

Panel members:

12.00-13.30 Two course lunch 
Venue lunch: restaurant (5’ walk from nursing building)

13.30 – 16.00 parallel sessions
Coffee / tea / water will be served in the corridor adjacent to break-out rooms

13:30 – 14:20 Workshop 1 (carrousel) (50′)
Raising authentic questions
Workshop 2 (carrousel) (50′)
Mapping controversies
Workshop 3
Workshop (25’)
Lecture (25’)
Workshop 4 (50′)
14:20 – 14:30 Break Break Break Break
14:30 – 15:10 Poster session (40′) Poster session (40′) Poster session (40′)
15:10 – 16:00 Workshop 1 (carrousel) (50′)
Raising authentic questions
Workshop 2 (carrousel) (50′)
Mapping controversies
Workshop 3
Workshop (25’)
Lecture (25’)

16.00-16.30 Break – coffee & tea

Plenary session
Room: HG23

16.30-17.30 Plenary panel session 2, The future of Responsible Research and Innovation in education
Moderated by Christine Knippels , PARRISE coordinator & Utrecht University, The Netherlands

Panel members:

17.30-17.40 Concluding remarks 
Christine Knippels, PARRISE coordinator


Registration is now closed.

Thank you for your interest in the PARRISE final conference.  We have now reached the maximum number of registrations and can no longer accept new ones. Any new requests for participation will be placed on a reserve list on a first-come, first-served basis; if your name is placed on the reserve list, you will be contacted if a place opens up.

Download the Conference Flyer (pdf)

Download the Conference Final Program (pdf)

PARRISE final conference - Overview of parallel sessions

Location: room HG 18

Organiser: Ruth Amos, UCL-IOE, UK

This workshop has a ‘carrousel format’; participants select and visit an activity in the room and then move to another activity, etc.

Interactive activities:

1. Using artefacts & objects to stimulate authentic SSIBL questions

Ruth Amos UCL-IOE, London, UK

In exploring ways to stimulate students asking their own meaningful questions in SSIBL, we have developed an approach in which objects and artefacts which tell a story of the issues surrounding our use of material resources are revealed to students using the ‘mystery box’ strategy. Students raise questions about their origins and how they are connected ahead of carrying out research into potential SSIs.

2. Developing suitable research questions that can be used in the classroom

Sanne Dekker, Radboud University Nijmegen, The Netherlands

Students’ authentic questions are very diverse and not all of them are suitable for research. In this part of the workshop, we show participants how you can build on the authentic questions of your students. We introduce a tool, the ‘question machine’, that can be used in the classroom and helps teachers and students to discuss which questions can be researched by the students themselves.

3. A visit to the supermarket as powerful trigger of authentic SSIBL questions around the issue of ‘’genetically modified food”

Christine Heidinger, University of Vienna, Vienna, Austria

The participants in our workshop will experience how a simple visit to a supermarket – symbolized by the presentation of food products on the counters which are labelled as GMO-free – can stimulate a variety of questions around the issue of “genetically modified food”. The participants develop their own questions and get to know which questions students, pre-service teachers and in-service teachers in our SSIBL-TPD courses developed during this activity.

Location: room HG 19

Organiser: Roald Verhoeff, Utrecht University, The Netherlands

This workshop has a ‘carrousel format’; participants select and visit an activity in the room and then move to another activity, etc.

Interactive activities:

1. Moral dilemmas in the biology classroom

Roald Verhoeff, Utrecht University, The Netherlands

We will connect different viewpoints (ethical, medical, personal…) about a three-parent baby controversy (prevention of mitochondrial diseases) from different actors, and discuss potential tensions between these different viewpoints. How these viewpoints could be further explored in classroom practice will also be explored.

Shu-Nu Chang Rundgren, Stockholm University, Sweden

Through a post-it activity, participants will experience the SSIBL 3-step model for enhancing school students’ socio-scientific inquiry and argumentation skills.

2. Enhancing SSIBL in classroom though a Post-it activity

Shu-Nu Chang Rundgren, Stockholm University, Sweden

Through a Post-it activity, we will make participants to experience SSIBL 3-step model to enhance school students’ socio-scientific inquiry and argumentation skills.

3. Mapping an agro-ecological controversy: didactical opportunities and reflexive perspectives

Grégoire Molinatti, University of Montpellier & Lucas Nédélec, Jean Simonneaux & Laurence Simonneaux ENSFEA, Toulouse, France

We will introduce the concept in connection with the “démarche d’enquête”, using examples from research in the sociology of sciences field to education and look at how to make the stakeholders’ main arguments and links between them explicit.

Participants will:

  • collectively choose a controversy around the topic “agriculture and ecology” to map a specific controversy (pesticides and bees, animal welfare….)
  • discuss the didactical opportunities and limits of the tool
  • lead a reflexive discussion on how to use mapping to consider the role of school / education / educators.

4. Discussing organ transplantation in the classroom

Rachel Cohen, Weizmann Institute of Science, Israel

Based on the Weizmann Institute’s TPD workshop, a controversy map about organ transplantation will be presented. This is a subject with different viewpoints and actors, concerning ethical, medical and personal issues. These perspectives will then be examined in a debating activity in the classroom.

Location: room HG 10

Workshop: Arguments in motion

Jan van Baren-Nawrocka, Radboud University Nijmegen, The Netherlands

In this workshop, participants will be involved in the classroom activity ‘Arguments in motion’. The goal of the activity is to help students explore different viewpoints and arguments about a given statement. Participants will divide over four quadrants (pro vs contra and rational arguments vs feelings) and change to take different positions on the statement. In this way, participants will experience how teachers can help students to adopt and review their position.


Lecture: To organize an effective TPD culture – workshop for Head teachers, education managers and policy stakeholders

Christina Ottander and Katarina Ottander, Umeå University, Sweden

Previous research on teachers’ responses to change in the curriculum or to new innovations has shown that they do not easily make changes in practice. For teachers to commit to new goals and strategies, it is important that a TPD satisfies three basic needs for: competence, relatedness, and autonomy. For Head teachers and education managers, it is important to organize a TPD that is cost-effective. This workshop will present a model for TPD that mixes online material with face-to-face meetings where teachers discuss, co-plan and collectively reflect upon experiences from their changed practice. The model focuses on the processes by which teachers advance their skills (competence), make their plans relevant to their contexts (relatedness) and exercise ownership (autonomy) in the process of change. Hence, it is an effective professional development model designed to address teachers’ view’s of student learning goals and needs. The model can be implemented with minimal interference in teachers’ time schedules.

Location: room HG 17

Diana Radmann, Bernhard Schmölzer and Franz Rauch, University of Klagenfurt, Austria

The workshop will focus on partnerships and collaborations between universities, schools and communities in the context of climate regions in Austria. These regions are supported by public institutions (like the Federal Ministry and Regional/Local Governments). In particular, experiences (based upon research data) which involve pre-service teachers in community based projects at schools in the Austrian Federal State of Carinthia will be presented and discussed. The workshop will offer an exchange of experiences and mutual learning about partnerships and co-operation in teacher education.

PARRISE final conference - Biographies

Russell Tytler is Alfred Deakin Professor and Chair in Science Education at Deakin University. He has researched and written extensively on student learning and reasoning in science. His interest in the role of representation in reasoning and learning in science extends to pedagogy and teacher and school change. He researches and writes on student engagement with science and mathematics, socio-scientific issues, school-community partnerships, and STEM curriculum policy.

Ralph Levinson is a Reader in Education at the Institute of Education University of London. He is also programme director of the MA in Science Education, and he teaches on the MA and PGCE programmes, as well as CPD courses. He also supervises doctoral students. His main research interests are in socio-scientific issues and scientific literacy, science and social justice, science education and creativity, chemistry education and pedagogy in science. Dr. Levinson has led research projects for leading organisations such as The World Bank, The Wellcome Trust and the British Academy. He is currently engaged on two EU projects, including PARRISE.

Professor Per-Edvin Persson is nowadays a free consultant advising science centres and museums i.a. on core crystallisation, strategic morphing and institutional evaluations. He was the Director of Heureka, the Finnish Science Centre in 1991-2013 and during his leadership the centre achieved an international reputation, circulating its exhibitions to 25 countries in four continents and reaching an accumulated attendance exceeding 25 million. He was President of the international branch organisation Association of Science-Technology Centers (ASTC) in 2004-2005 and of the European science centre network ECSITE in 1997-1998 and is now Honorary Fellow of both organisations. His special interest regarding science centres has been about their impact, on which he has published several papers.

René von Schomberg is a science and technologies studies specialist and a philosopher. He is an author/(co-editor) of 14 books. He holds PhD’s from the University of Twente, the Netherlands (Science and Technology Studies) and J.W.Goethe University in Frankfurt am Main, Germany (Philosophy). He has been a European Union Fellow at George Mason University, USA in 2007 and has been with the European Commission since 1998.

High school principal Israel (invited)

Biography too be added.

Peter Gray is European Projects adviser for the Department of Teacher Education (PLU) at the Norwegian University of Science and Technology (NTNU) in Trondheim, Norway. He completed his Ph.D. at the University of Stirling, where he also worked on the Early Professional Learning project, funded by the Teaching and Learning Research Programme (TLRP) as well as several EU-funded projects. He started working with NTNU in 2007 and was proposal writer and subsequently project manager for S-TEAM (Science-Teacher Education Advanced Methods). Since 2012, he has worked on a significant number of European collaborative projects and proposals. Currently, his research interests include responsible governance in research, the theory-practice gap in teacher education and the theory and practice of learning spaces. He is an expert evaluator for the European Commission in the fields of RRI, STEM education and gender.

Doris Jorde is professor in science education at the University of Oslo in Norway and leader of the Centre for Professional Learning in Teacher Education (ProTed). She previously was the director of the Norwegian center for Science Education, University of Oslo. Doris Jorde has her PhD in Science Education from the University of California, Berkeley. She has been working at the University of Oslo since 1984 as a professor in Science Education. Her research area has included classroom studies of science teaching and learning as well as the use of ICT in science. She has recently served as the vice rector at UiO, with responsibilities for studies and internationalization.

She served on the high-level group on science education for the EU, working with the “Science Education NOW report. She has worked with many different EU projects, including Mind the Gap, Steam, Mascil, Assist-me and Ark of Inquiry.

Pedro Reis is Sub-Director and professor in science education at the Instituto de Educação, Universidade de Lisboa (Portugal). In addition to his PhD in science education (U. Lisbon), he holds a BSc degree in biology (U. Lisbon).

He previously was Head of the Sciences and Mathematics Education Department and Vice Rector at the Polytechnic Institute of Santarém (Portugal).

His area of research included classroom studies of science teaching and learning and ICT integration in science education. He has been involved in research, teacher training and curriculum development projects in Europe, Africa and Latin America (supported by the European Commission, the World Bank, the Calouste Gulbenkian Foundation and several Governments).

Maria Karamitrou is part of the ‘Mainstreaming Responsible Research and Innovation in Horizon 2020 and the European Research Area’ sector in the Unit RTD-B7 ‘Science with and for Society’ of DG Research and Innovation (European Commission), in the context of Horizon 2020 (the EU Framework Programme for Research and Innovation – 2014-2020) and the European Research Area.

Initially trained as an economist (MBA), Maria Karamitrou has held various managerial positions in the financial and pharmaceutical industry prior to joining the European Commission (DG Research and Innovation) in 2012. She has since been involved with EU-funded projects in the area of Science Education.

Chrystalla Koukouma is an Education inspector which involves inspection, evaluation and support of teachers and schools for quality assurance. Currently coordinating chemistry teacher training, chemistry curriculum development, chemistry teachers’ entrance examination and students’ university entrance examinations.  Member of the Working Group Schools of the Directorate General of the Commission for contributing to Europe 2020.

European Commission

PARRISE (grant agreement 612438) is a four year programme (2014-2017) funded by the European Commission.

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