RRI in practice for schools: A handbook for teachers
Posted by European Schoolnet on 20 Dec 2016
The readers of this blog will agree on that the integration of Responsible Research and Innovation (RRI) principles in educative contexts is certainly beneficial for students, as it supports them - among others - in the development of critical, creative and open-minded thinking and furthers cooperative learning aptitudes. Moreover, it upholds transversal educational frameworks that can benefit collaborative planning in school activities and promotes the introduction of multidisciplinary learning exercises in the classroom.
In that manner, it is essential to construct principles that will support the implementation of RRI in academic teaching and learning activities, both at primary and secondary level. Particularly, it is recommended that educators consider applying continuous self-reflection processes, to determine how RRI-oriented their practices are.
Along these lines, European Schoolnet has developed an educational handbook entitled “RRI in practice for schools. Handbook for teachers” with the aim of helping educators to develop and implement RRI practices in the classroom as well as to include self-reflection processes in their everyday practices.
The handbook contains a variety of resources. For a start, it includes a set of short exercises to be used as a starting point to analyze how RRI-oriented educators’ practices are, specifically focused on the mapping of RRI obstacles and opportunities, the development of school project simulations and of exercises involving different stakeholders.
The documents’ main feature is a set of guidelines and practice templates to integrate RRI in everyday school activities and, specifically, to support educators in designing academic practices integrating RRI dimensions and principles. The guidelines provide with instructions to set up a dynamic process of creation of educational resources that should equally foster capacity building and cooperation among teachers and among any other relevant stakeholders in the educational community.
Additionally, the set of templates is designed for different subjects and is addressed to both primary and secondary school levels, depending on the activity. Particularly, it contains a (1) generic template/guide that describes the other templates’ rationale and which can be used for any type of practice and (2) three extra templates designed for specific activities, namely: (A) Getting started with RRI (B) Experiments and labs activities and (C) Reflection and dissemination.
Overall, we hope this resource helps teachers among Europe to become more RRI-oriented in their daily practices!
Those curious about Responsible Research and Innovation applied to education might also be interested in these two 'how-tos': How to integrate RRI in secondary education and How to introduce RRI at school through project- and inquiry-based learning in STEM.
By Marina Jiménez Iglesias