ABSTRACT

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations’ acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students’ learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students’ questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research.

摘要

欧盟委员会负责任的研究和创新 (RRI) 政策方法正在欧洲研究规划和发展中获得动力，作为将科学和技术进步与社会期望和可接受的目标相结合的战略。RRI 的议程之一是科学教育，旨在培养后代获得负责任地参与社会所需的技能和价值观。为此，有人认为基于 RRI 的科学教育可以受益于更多跨学科的方法，例如基于艺术和数字技术的方法。然而，关于使用数字媒体和基于艺术的方法的科学教育活动对 RRI 值的影响的现有证据仍未得到充分探索。本文比较回顾了以往评估这些活动的证据，从小学到高等教育，检查是否以及如何评估与 RRI 相关的学习成果，以及这些活动如何影响学生的学习。选择了 40 篇学术出版物，并根据五个 RRI 价值观分析其内容：创造性和批判性思维、参与、包容、性别平等和伦理问题的整合。在评估基于数字和艺术的方法对科学教育活动的影响时，创造性和批判性思维、参与和部分包容性是 RRI 的主要价值。相比之下，性别平等和伦理整合被忽视了。基于数字的方法似乎更侧重于学生的提问和探究技能，而使用艺术的方法则通常考察想象力、好奇心和自主性。数字媒体研究和艺术研究之间评估重点的差异部分解释了它们对 RRI 值影响的差异，但也导致了未记录的结果并削弱了它们的潜力。遵循 RRI 政策议程的跨学科科学教育方法的进一步发展应加强评估研究的活动设计和程序方面。