The Impact of Student-Curated Exhibitions about Socio-Scientific Issues on Students’ Perceptions regarding their Competences and the Science Classes

Abstract

The IRRESISTIBLE Project (FP7, Grant 612367) had the aim of involving teachers, students and the public in the discussion on Responsible Research and Innovation (RRI), promoting both the construction of knowledge on cutting-edge (and controversial) research topics and the discussion about the criteria that these research/innovation processes should respect in order to be considered as responsible. These criteria also represent a strong contribution to a more sustainable future for all. This quantitative research evaluates the impact of IRRESISTIBLE's student-curated exhibitions -about the RRI dimensions of cutting-edge research topics (socio-scientific issues) -on students' perceptions regarding their scientific competences and the science classes. A pre and postquestionnaire was developed, validated and applied to students from 10 countries. The overall results of the statistical analysis indicate that students improved their perceptions regarding their competences for developing exhibitions in science classes as a way of creating awareness on topics relating science-technology-society. This activity reinforced students' perceptions that in science classes they: a) discuss current issues and how they impact their lives; b) develop socially and relevant projects; and c) learn how to influence other citizens' decisions about social issues related to science, technology and environment with the aim of assuring a more sustainable future.research topic, to raise their awareness to RRI and to obtain the necessary knowledge for the development of an interactive scientific exposition on that topic (an extra E -Exchange -added by the IRRESISTIBLE project to the 5E model [4].Reflection on the RRI dimensions of each cutting-edge research topic was guided by the aspects defined by Hilary Sutcliffe in her report on Responsible Research and Innovation [5]: a) Engagement -joint participation of researchers, industry and civil society in the research and innovation process; b) Gender equality -equal involvement of both men and women; c) Science education -creative education to foster the future needs of society; d) Ethics -the necessity of respecting fundamental rights and the highest ethical standards; e) Open access -assuring free online access to the results of publicly funded research; f) Governance -the responsibility of policy makers to develop harmonious models for RRI. Several of these aspects represent a strong contribution not only to RRI but also to a better and more sustainable future for all, addressing some of the Sustainable Development Goals proposed by the 2030 Agenda for Sustainable Development [6,7]: Goal 4 -Quality education as a requirement to equip citizens with the tools required to develop and to discuss innovative solutions to the world's greatest problems; Goal 5 -Gender equality as a fundamental human right assuring women and girls participation in all levels of society; Goal 9 -Technology and innovation, orientated by responsibility, are the foundation of development; Goal 13 -Climate action requires...

Educational Potentialities of Student-Curated Exhibitions on Socioscientific Issues: The Students’ Perspective

“…During the 2014/2015 and 2015/2016 school years, a total of 218 exhibitions on the RRI dimensions of SSI were developed involving a total of 7340 students. To know how students perceived this process and how it affected their competences and their science classes, a mixed approach was used, with a qualitative component (involving the development of case studies by each IRRESISTIBLE partner) and a quantitative component (with the application and statistical analysis of a pre/post questionnaire) (Reis et al, 2020). All the methodological procedures were validated by the ethical committees of the different universities involved.…”

“…An SSI-based exhibition is different from other kinds of exhibitions, focusing on stimulating personal reflections and increasing public engagement with science. It results from a focus not only on the understanding of the products and processes of science, a goal of scientific literacy, but also in the complex interactions between science, technology, society, and environment, allowing citizens' engagement in informed decision-making and problem-solving processes regarding SSI (Koster, 2010;Reis et al, 2020). These exhibitions are quite challenging for their curators because they must: (1) question the social, economic, political, and ethical impacts of scientific and technological proposals in visitors' daily lives; (2) raise questions, in-depth discussion, and critical thinking instead of providing correct answers; (3) provide contextualized information (e.g., the opinions of different social stakeholders regarding those issues); (4) invite visitors to actively develop their own critical perspectives and to share them with others; and (5) challenge visitors for collective problem-solving action on those issues (Cameron, 2012;Pedretti, 2004;Yun et al, 2020).…”

“…Student-curated exhibitions took place in different contexts: schools, universities, museums, and public places. The process of the exhibitions' development proposed by IRRESISTIBLE project required students to communicate and exchange their research-based knowledge with a wider audience, in close relation with their active citizenship rights and responsibilities (Reis et al, 2020). Through the exhibitions, students discussed the SSI they had investigated with the community and the necessary conditions to ensure that research and innovation in those areas was orientated by responsibility.…”