The 12th Conference of the European Science Education Research Association (ESERA 2017) will take place in Dublin, Ireland between August 21-25, 2017. The conference is an important European institution, providing science educators and science education researchers with the opportunity to present their work and learn from science education efforts around Europe and the world. PARRISE will have a strong presence at this important science education conference and will be represented at the following symposium, paper and poster sessions.
Responsible Research and Innovation (RRI) in the science classroom: Students’ learning outcomes
Organizer: Anat Yarden, Weizmann Institute of Science, Israel
Discussant: Professor Isabel Martins, Universidade Federal do Rio de Janeiro, Brazil
Students’ attitudes towards RRI as a result of a lesson developed in the IRRESISTIBLE project
Sherman Rosenfeld, Shelley Rap, Esty Zemler, Ron Blonder
Weizmann Institute of Science, Israel
A SSIBL project to promote high school biology students’ learning and motivation
Cristina Dias, Maria Joao Fonseca
University of Porto, Portugal
High school students’ engagement in a socioscientific project: Development of identity in practice
Eran Zafrani, Anat Yarden
Weizmann Institute of Science, Israel
Building students’ capacity for democratic participation and responsible innovation through science education
Eleni Kyza1, Yiannis Georgiou1, Andreas Hadjichambis2, Andria Agesilaou1 
1Cyprus University of Technology, Cyprus, 2Cyprus Ministry ofEducation and Culture, Cyprus

Teachers’ design of socio-scientific inquiry-based teaching and learning sessions
Christina Ottander, Katarina Ottander
Department of Science and Mathematics Education, Umeå, University, Sweden
A co-design approach to teachers’ professional development about responsible research and innovation
Eleni Kyza1, Andreas Hadjichambis2, Yiannis Georgiou1, Andria Agesilaou1 
1 Cyprus University of Technology, Cyprus, 2Cyprus Ministry of Education and Culture, Cyprus
Pre-service teachers and socio-scientific inquiry: Opportunities and challenges
Marie-Christine Knippels, Michiel van Harskamp, Roald Verhoeff, Paulien Postma
Freudenthal Institute, Utrecht University, The Netherlands
Teaching science using socio-scientific inquiry-based learning: UK pre-service teachers’ perspectives
Andri Christodoulou¹, Ruth Amos2, Marcus Grace¹ , Ralph Levinson2
University of Southampton, UK; 2University College London-Institute of Education, UK
Science and technological innovations as drivers for educational change: Teachers’ perspectives of an inquiry-based project into the unknown
Helen Hasslöf, Mats Lundström, Jesper Sjöström
Malmö University, Sweden
Relations and responsibility in pre-service science teachers’ talk about nanotech education  [The paper is part of the SIG 4 symposium “Addressing complexity in Science | Environment| Health pedagogy”]
esper Sjöström, Helen Hasslöf, Mats Lundström
Malmö University, Sweden

Improving science teachers’ knowledge and awareness of socio-scientific inquiry-based learning
Rachel Cohen, Anat Yarden
Weizmann Institute of Science, Israel
Primary school pre-service teachers’ confidence and need concerning socioscientific inquiry based learning
Shu-Nu Chang Rundgren, Carl-Johan Rundgren
Stockholm University, Sweden
Primary teachers’ reflections-in- and on-actions concerning socioscientific inquiry based learning activities
Carl-Johan Rundgren, Shu-Nu Chang Rundgren
Stockholm University, Sweden
Initial science teacher education through socio-scientific inquiry of climate issues involving communities and schools
Diana Radmann1, Franz Rauch1, Bernhard Schmölzer2
Alpen-Adria-University Klagenfurt, Austria; 2University of Teacher Education Klagenfurt, Austria
PARRISE Promoting Attainment of Responsible Research and Innovation in Science Education
Marie-Christine Knippels
Freudenthal Institute, Utrecht University, The Netherlands


ESERA 2017 will immediately follow the PARRISE final conference on August 20th, 2017. We hope to see you at both events!


European Commission

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

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