Dissemination

Christodoulou, A., & Grace, M. (2019). Argumentation within Societal Contexts in Chemistry Education. In Erduran, S. (Ed). Argumentation in Chemistry Education: Research: Policy and Practice. The Royal Society of Chemistry, pp.197-227

Knippels, M. C. & van Dam, F.  (2017). PARRISE, Promoting Attainment of Responsible Research and Innovation in Science Education, FP7. Impact, 5(3), 52-54.

Levinson, R. and PARRISE consortium. (2017). Socio-scientific based learning: taking off from STEPWISE. In J.L. Bencze (Ed.), Science & technology education promoting wellbeing for individuals, societies environments (pp. 477-502). Dordrecht: Springer.

Simonneaux, J., et al. (2017). Menons l’enquête sur des questions d’education au développement durable dans la perspective des questions socialement vives. In P. Roy, A. Pache & Gremaud, B. (Eds), La problématisation et les démarches d’investigation scientifique dans le context d’ une éducation en venue d’ un développement durable (pp. 143-160). Revue des Hautes Écoles Pédagogiques: Switzerland.

Radits, F., Inschlag, E., Schmid, G., & Heidinger, C. (2017). The EU-Project PARRISE at the University College of Teacher Education Lower Austria. R&E-SOURCE, 7, 1-5.

Zafrani, E. & Yarden. A. (2017). Becoming a science activist: A Case study of students’ engagement in a socioscientific project. Sisyphus – Journal of Education, 5(3), 44-67.

Ariza, M.R., Abril, A.M., Quesada, A.  & García, F.J.  (2014). Bridging inquiry based learning and science education on socio scientific issues. Contributions to the PARRISE project. In L. Gómez Chova, A., López Martínez, & I. Candel Torres (Eds.), Proceedings of the 8^th International Technology, Education and Development Conference (pp. 2599-2607). Valencia, Spain: IATED Academy.

Kárpáti, A. & Király, A. (2015). Collaborative, ICTs supported learning solutions for science education based on the SSIBL framework. In A. Király, & T. Tél (Eds.), Teaching Physics Innovatively – New Learning Environments and Methods in Physics Education (pp. 9-14). Budapest, Hungary: Graduate School for Physics, Faculty of Science, Eötvös Loránd University.

Kárpáti, A. (2015). Socially Responsible Science Education – a Contemporary Pedagogical Challenge. In A. Király, & T. Tél (Eds.), Teaching Physics Innovatively – New Learning Environments and Methods in Physics Education (pp. ix-x). Budapest, Hungary: Graduate School for Physics, Faculty of Science, Eötvös Loránd University.

Kárpáti, A. & Király, A. (2016). Creating a socially sensitive learning environment for science education: The SSIBL framework. In A. Moreira Teixeira, A. Szűcs, & I. Mázár (Eds.), “Re-imagining Learning Environments” – Annual Conference of the European Distance Education Network (EDEN) proceedings (pp. 203-302). Budapest, Hungary: European Distance and E-Learning Network

Levinson, R. & Amos, R. (2017). Socio-Scientific Inquiry Based Learning (SSIBL): gearing social action to scientific knowledge. In Pixel (Ed.), New Perspectives in Science Education, Conference Proceedings 2018 (pp.590-594). LibreriaUniversitaria: Florence, Italy.

Keynote Speech

Chang Rundgren, S. N.  (2018). Promoting education for sustainable development (ESD) through developing pre-service primary school teachers’ competence on teaching socioscientific inquiry based learning (SSIBL). The 4th Stockholm University and University of Tokyo joint international seminar, Feb. 23-25, Stockholm University/Sweden.

Kyza, E. A. (2018). Transforming learning and teaching through inquiry for responsible citizenship. Joint 2018 Meeting of the EARLI Special Interest Groups 20 and 26: Argumentation and Inquiry as Venues for Civic Education, Oct. 9-12, Jerusalem, Israel

Presentations

Amos, R. (2015, September). An exploration of science teachers’ beliefs about socio-scientific inquiry in the classroom. Paper presented at the 11^th Conference of European Science Education Research Association (ESERA 2015), Helsinki, Finland.

Ariza, M.R., Abril, A.M., Quesada, A.  & García, F.J.  (2014, March). Bridging inquiry based learning and science education on socio scientific issues. Contributions to the PARRISE project. Paper presented at the 8^th International Technology, Education and Development Conference (INTED 2014), Valencia, Spain.

Ariza, M.R., Abril, A.M., Quesada, A.  & García, F.J.  (2014, September). Conectar el aprendizaje por investigación con controversias socio-científicas. Contribuciones al proyecto PARRISE. Paper presented at the 26 Encuentros de Didáctica de las Ciencias Experimentales (26 EDCE), Huelva, Spain.

Ariza, M.R., Abril, A.M., Quesada, A.  & García, F.J.  (2015, September). Does the Spanish curriculum support inquiry pedagogies and responsibility in socio-scientific issues? Paper presented at the 11^th Conference of the European Science Education Research Association (ESERA 2015), Helsinki, Finland.

Chang Rundgren, S. N. & Rundgren, C-J (2016, September). The interrelationship of value and knowledge in students’ socioscientific inquiry-based learning.  Poster presented at the 11^th Conference of European Researchers in Didactics of Biology (ERIDOB 2016), Karlstad, Sweden.

Christodoulou, A., Amos, R., & Grace, M.  (2016, September). Pre-service teachers’ experiences of learning to teach biology through a Socio-Scientific Inquiry-Based Learning (SSIBL) approach.  Paper presented at the 11^th Conference of European Researchers in Didactics of Biology (ERIDOB 2016), Karlstad, Sweden.

Christodoulou A., Amos R., Grace M., & Levinson R. (2017, August). Teaching science using socio-scientific inquiry-based learning: UK pre-service teachers’ perspectives. Paper presented at the 12^th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Dias, C. & Fonseca, M. J. (2017, August). A SSIBL project to promote high school biology students’ learning and motivation. Paper presented at the 12^th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Dias, C., & Fonseca, M. J. G. (2015, September). Citizenship, Inquiry, Responsibility and SSI within the Portuguese 12th grade biology curriculum. Paper presented at the 11th Conference of European Science Education Research Association (ESERA 2015), Helsinki, Finland.

Egyed L. (2016, November). Az SSIBL-modell: társadalmilag releváns problémák feldolgozása a természettudományok oktatásában. Paper presented at the 16^th National Educational Research Conference (XVI Országos Neveléstudományi Konferencia [ONK]), Szeged, Hungary.

Fonseca, M. J. G., Tavares, F.; Pereira, S., & Borlido-Santos, J. (2014, July). Projecto PARRISE: Inovar na Formação de Professores de Ciências. Paper presented at II Encontro Internacional da Casa das Ciências, Porto, Portugal.

Hasslöf, H., Lundström, M., & Sjöström J. (2017, August). Science and technological innovations as drivers for educational change: Teachers’ perspectives of an inquiry-based project into the unknown. Paper presented at the 12^th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Hervé, N., Simonneaux, J., Simonneaux, L., Molinatti, G., Nedelec, L., Cancian, N., & Lipp, A. (2017, August). Inquiry based learning and socially acute questions. Paper presented at the 12^th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Kárpáti, A., & Király, A. (2016). Creating a socially sensitive learning environment for science education: the SSIBL framework. Paper presented at the Annual Conference of the European Distance Education Network (EDEN 2016), Budapest, Hungary.

Knippels, M. C. (2015). Toward socio-scientific inquiry-based learning in teacher education – Experiences from across Europe. Symposium organized during the 11^th Conference of European Science Education Research Association (ESERA 2015), Helsinki, Finland.

Knippels M.-C., van Harskamp M., Verhoeff R., & Postma P. (2017, August). Pre-service teachers and socio-scientific inquiry: Opportunities and challenges. Paper presented at the 12^th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Knippels, M.-C., Verhoeff, R., & Postma, P.  (2016, September). Socio-scientific inquiry in
pre-service education: Challenges and opportunities.  Paper presented at the 11^th Conference of European Researchers in Didactics of Biology (ERIDOB 2016), Karlstad, Sweden.

Kyza, E. A. (2015). Citizenship, Inquiry and Responsibility in socio-scientific issues: an analysis of national curricula. Symposium organized at the 11^th Conference of European Science Education Research Association (ESERA 2015), Helsinki, Finland.

Kyza, E. A, Georgiou Y., Hadjichambis A., & Agesilaou A. (2017, August). Building students’ capacity for democratic participation and responsible innovation through science education. Paper presented at the 12^th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Kyza, E. A, Hadjichambis A., Georgiou Y., & Agesilaou A. (2017, August). A co-design approach to teachers’ professional development about responsible research and innovation.  Paper presented at the 12^th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Kyza, E. A., Hadjichambis, A., Georgiou, Y. & Hadjichambi, D. (2015, September). Planting the seeds for a democratic and responsible society: an analysis of the lower secondary biology curriculum in Cyprus. Paper presented at the 11^th Conference of European Science Education Research Association (ESERA 2015), Helsinki, Finland.

Kyza, E. A.  & Levinson, R. (2014, November). SSIBL: A theory-informed instructional framework for enhancing students’ understanding and action on   socio-scientific issues through an inquiry approach. Paper presented at the 5^th conference of European Association for Practitioner Research on Improving Learning in education and professional practice (EAPRIL, 2014), Nicosia, Cyprus.

Levinson, R. (2015, September). Toward socio-scientific inquiry-based learning. Paper presented at the 11^th Conference of European Science Education Research Association (ESERA 2015), Helsinki, Finland.

Levinsons, R. (2016). Socio-scientific based inquiry in the context of biology teaching. Symposium organized at the 11^th Conference of European Researchers in Didactics of Biology (ERIDOB 2016), Karlstad, Sweden.

Levinson, R. (2016, September). Toward socio-scientific inquiry-based learning. Paper presented at the 11^th Conference of European Researchers in Didactics of Biology (ERIDOB 2016), Karlstad, Sweden.

Lundstrom, M. (2015, September). Citizenship, Inquiry and Responsibility in socio-scientific issues: Analysis of Swedish biology curriculum. Paper presented at the 11^th Conference of European Science Education Research Association (ESERA 2015), Helsinki, Finland.

Machluf, Y., Zafrani, E., & Yarden, A. (2015, September). Analyzing the Israeli biology majors’ curriculum in light of the SSIBL frameworks. Paper presented at the 11^th Conference of European Science Education Research Association (ESERA 2015), Helsinki, Finland.

Nedelec, L., Fonseca, M. J. G., & Simonneaux, L. (2015, September). Using the professional empowerment of science teachers for identifying socio-epistemic uncertainties of controversial issues. Paper presented at the 11^th Conference of European Science Education Research Association (ESERA 2015), Helsinki, Finland.

Nedelec, L., Molinatti, G., Simonneaux, J., Simonneaux, L., Herve, N., & Lipp, A. (2016, September). The devices of the “démarche d’enquête”: The example of the cartography of controversy. Paper presented at the 11^th Conference of European Researchers in Didactics of Biology (ERIDOB 2016), Karlstad, Sweden.

Ottander, C., & Ottander. K. (2017, August). Teachers’ design of socio-scientific inquiry-based teaching and learning sessions.  Paper presented at the 12^th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Rauch, F., Radmann, D., & Stern, T. (2017, June). Empowering students, science teachers and educators to carry out responsible research & innovation. Paper presented at the Action Research Network of the Americas Conference (ARNA 2017), Cartagena, Columbia.

Sjöström J., Hasslöf, H., & Lundström, M. (2017, August). Relations and responsibility in pre-service science teachers’ talk about nanotech education. Paper presented at the 12^th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Verhoeff, R. (2015, September). The use of drama in socio-scientific inquiry based learning. Paper presented at the 11^th Conference of European Science Education Research Association (ESERA 2015), Helsinki, Finland.

Yarden, A. (2017, August). Responsible Research and Innovation (RRI) in the science classroom: Students’ learning outcomes. Symposium presented at the 12^th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Zafrani, E. & Yarden, A. (2017, August). High school students’ engagement in a socioscientific project: Development of identity in practice. Paper presented at the 12^th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Chang Rundgren, S. N. & Rundgren, C.-J. (2018). High conference, but also high need! – Pre-service teachers professional development on teaching socioscientific inquiry based learning (SSIBL). Teacher Conference, Feb. 08, Stockholm University/Sweden.

Chang Rundgren, S. N. & Rundgren, C-J. (2017, August). Primary school pre-service teachers’ confidence and need concerning socioscientific inquiry based learning. Poster presented at the 12^th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Chang Rundgren, S. N. & Rundgren, C-J (2016, September). Pre-service teachers’ awareness on the teaching strategies involving socioscientific issues, inquiry-based science education to enhance socioscientific inquiry-based learning. Poster presented at the 11^th Conference of European Researchers in Didactics of Biology (ERIDOB 2016), Karlstad, Sweden.

Cohen, R. & Yarden, A. (2017, August).  Improving science teachers’ knowledge and awareness of socio-scientific inquiry-based learning. Poster presented at the 12^th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Knippels, M.-C. (2017, August).  PARRISE Promoting Attainment of Responsible Research and Innovation in Science Education. Poster presented at the 12^th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Knippels, M. C. & van Dam, F. (2015, September). The PARRISE project: Inquiry-based learning with socio-scientific issues for citizenship. Poster presented at a scientific event of the 11^th conference of European Science Education Research Association (ESERA 2015), Helsinki, Finland.

Radmann, D., Rauch, F., & Schmölzer, B. (2017, August).  Initial science teacher education through socio-scientific inquiry of climate issues involving communities and schools. Poster presented at the 12^th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland.

Rundgren, C-J.  & Chang Rundgren, S. N. (2017, August).  Primary teachers’ reflections-in- and on-actions concerning socioscientific inquiry based learning activities. Poster to be presented at the 12^th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland.

van Dam, F. (2014, August). PARRISE: Integrating society in science education. Poster presented at the 2^nd International PROFILES Conference, Berlin, Germany.

van Dam, F. (2014, November). Promoting attainment of responsible research and innovation in science education. Poster presented at the SIS-RRI conference: Science, innovation, society – Achieving responsible research and innovation, Rome, Italy.

Click on the link to find all PARRISE dissemination activities in reverse chronological order.

Click on the link to find PARRISE booklet for teachers in the different project languages.