Science and technology are powerful tools to shape the future and change the society. Science education has an important role to educate the future scientists. What scientists do, how they work, how they innovate and how they make decisions are important subjects for science education in the current society. While science and technology develop and new products or/and processes being innovated, science education needs to renew itself and work along with the developments in science and technology. There is a new policy emerged in European Union (EU)’s policy discourse and in funding scheme which is called Responsible Research and Innovation (RRI). The emerging of RRI goes back to beginning of 2000’s. Owen, Macnaghten and Stilgoe (2012) mention that “responsible innovation” and “RRI” have been used for a decade. In the last period (last 4 years) there is a growing interest in RRI and related researches and projects. The funds of European Union which are given especially for the projects about RRI has an important role in this. Although there is a growing interest in RRI and RRI in science education, RRI needs to be discussed more to reach a better understanding. Moreover more studies and more evidences are needed to realize the positive effects of RRI in science education. Therefore, the main goal of this study is to discuss what RRI is, how it developed, how it works and how it can be engaged in science education. In this regard, the answers for the following questions were searched: 1. What is RRI? 2. How RRI works? 3. What is the role of RRI in science education? 4. What are the findings of previous studies related to RRI in science education? 5. How can we engage RRI in science education? It is expected that the answers for these questions will improve our knowledge about RRI. Since the goal of this study requires an overview of what has been discussed in the literature about RRI it requires a literature review. Webster and Watson (2002) point out that an effective literature review gives us an overview of the areas where a large number of researches has been done and the areas where more researches are needed. Furthermore Van der Sanden and Meijman (2004) call attention to the value of the literature which is reviewed. In order to reach the aims of this study and provide a valuable review for the readers, it was chosen to use the systematic literature review and to follow the model of Van der Sanden & Meijman (2004). Furthermore this study analyses the full-text articles, books and reports about RRI. Since the documents and articles about RRI belong to last decade, relatively new, it is not planned to set a year period in order to choice the recent documents for analyzing. In order to operate a systematic analysis the concept matrix and tabulation techniques were used. The findings of this study will enrich the discussions about RRI. Since the RRI is relatively new area, there are more researches, publications and more findings are needed to have better understanding of this area and to discuss its’ engagement in multi disciplines. Moreover the special contribution of this study will be in the science education area where RRI is a new issue and where more findings are needed. In the last few years there are small number of projects and researches has been started or made about RRI. However they provide limited knowledge about engaging RRI in science education. It is expected that this study will present useful findings and conclusions for science teachers and teacher trainers.
|Title of host publication||International Congress on Education for the Future: Issues and Challenges|
|Publication status||Published - 2015|
|Event||International Congress on Education for the Future: Issues and Challenges (ICEFIC2015) - Ankara, Turkey|
Duration: 13 May 2015 → 15 May 2015
|Conference||International Congress on Education for the Future: Issues and Challenges (ICEFIC2015)|
|Period||13/05/15 → 15/05/15|