Group Analytics for: ENGAGE PROJECT

Voting Stats

Top 10 Voted ON Items

Top 10 Voted FOR Items

Top 10 Voted AGAINST Items

All Item Voting Category Name Item For Item Against Connection For Connection Against Total Idea Adapt Death to diesel 0 0 4 0 4 Idea Informal education should be integrated in the school curriculum 0 0 4 0 4 Supporting Argument Consulting policy makers and educational stakeholders who try to align the educational policies according to EU directions. 0 0 4 0 4 Idea Educators must be aware of informal learning activities out-of-schools 0 0 4 0 4 Supporting Argument The inclusion of all actors of society must be reached and in a meaningful way 0 0 4 0 4 Idea Controversial debates presented by science-in-the-news and science-media open 0 0 4 0 4 Supporting Argument Students and their co-inquiry community should communicate their finding 0 0 4 0 4 Supporting Argument outcomes: students creative thinking, justify opinion 0 0 4 0 4 Idea Computer and Education Elsevier IF 2.5 0 0 3 0 3 Issue HOW CAN WE BRIDGE FORMAL AND INFORMAL LEARNING FOR RRI? 0 0 3 0 3 Idea The construction of knowledge can be done together 0 0 3 0 3 Supporting Argument Bringing together all key aspects will be useful to illustrate examples 0 0 3 0 3 Idea Truly share "ownership of the agenda” 0 0 3 0 3 Supporting Argument Resources and strategies must be planned including short, medium and long term 0 0 3 0 3 Counter Argument Teachers are getting mixed messages about purpose of science education in UK - now, this is shifted from “science for citizenship” to “science education” in order to supply future scientists and engineers. 0 0 3 0 3 Supporting Argument Gradual release 0 0 3 0 3 Supporting Argument Observing and activating studentsTM) motivation 0 0 3 0 3 Supporting Argument Assessing RRI skills is a key issue. 0 0 3 0 3 Supporting Argument Links between formal and informal learning for scientific literacy 0 0 3 0 3 Issue The best practices in other projects and other initiatives to promote RRI 0 0 3 0 3 Issue Science news and the contribution of active scientists to enrich studentsTM) learning 0 0 3 0 3 Idea Teachers' CPD is relevant for applying RRI to formal and informal learning 0 0 3 0 3 Supporting Argument what teachers already do will help them uncover good practice 0 0 3 0 3 Supporting Argument A document to state RRI issues prepared by teachers collaboratively 0 0 3 0 3 Issue CPD and online communities pre- pare teachers for RRI adoption 0 0 3 0 3 Idea Students should be challenged to act as young scientists 0 0 3 0 3 Idea RRI learning should be conceived as an ecosystem for valuing the whole network 0 0 3 0 3 Supporting Argument interdisciplinary approaches for RRI with different perspectives 0 0 3 0 3 Idea Teachers must develop skills to teach how science is built 0 0 3 0 3 Idea Describing issues that worked and not from various settings 0 0 3 0 3 Supporting Argument The results of RRI initiatives must be shared widely with all societal actors 0 0 3 0 3 Supporting Argument Evidence of added value of RRI teaching 0 0 2 0 2 Idea Opening up the discussion and diversifying partnerships are necessary 0 0 2 0 2 Supporting Argument Science centers are important for informal learning. 0 0 2 0 2 Idea Science Education Wiley IF 1.8 0 0 2 0 2 Supporting Argument Empowering all participants as agent for change through ‽social capital” 0 0 2 0 2 Issue What are the most interesting innovative training approaches and communities of practice that can motivate teachers and students? 0 0 2 0 2 Supporting Argument Supporting open events 0 0 2 0 2 Supporting Argument The scientists and policy makers must contribute to the process of engaging 0 0 2 0 2 Idea Computers assisted learning Wiley IF 1.8 0 0 2 0 2 Idea Multilevel science and policy approaches as way to being empowered people and communities 0 0 2 0 2 Idea Establishing connections among disciplines 0 0 2 0 2 Idea Including examples with various stakeholders will facilited the link with RRI 0 0 2 0 2 Supporting Argument Teachers should learn out-of-schools in science cafes 0 0 2 0 2 Supporting Argument Students must also reflect 0 0 2 0 2 Supporting Argument The science centers should create more initiatives 0 0 2 0 2 Supporting Argument Including socio-scientific issues connected RRI will enrich teacher education” 0 0 2 0 2 Issue How are our projects establishing strong connections between IBSE, RRI, Science in society, science museology (Ignasi Verdeguer). 0 0 2 0 2 Idea Flexible curriculum supported by the government is essential to embed RRi issues 0 0 2 0 2 Idea Creating/Developing a Facebook group on RRI (for informal activities, information, discussions, exchanging ideas and sharing materials. 0 0 2 0 2 Idea Improving teachers’ scientific knowledge and developing pedagogical knowledge of teaching/transferring RRI concepts (e.g. mainly ethical issues). 0 0 1 1 2 Counter Argument Socio-scientific issues can be complex without a definite answer 0 0 2 0 2 Supporting Argument Understanding how initiatives are developed in the formal education sector 0 0 2 0 2 Supporting Argument An education framework for CPD 0 0 2 0 2 Idea Role of teachers’ confidence and knowledge. 0 0 2 0 2 Idea An integrated overview of various European projects 0 0 2 0 2 Idea Teachers like very practical approaches 0 0 2 0 2 Counter Argument We need to help teachers to value longer answers 0 0 2 0 2 Issue Foster the further development of RRI in theory and its dissemination in practice 0 0 2 0 2 Supporting Argument Parental involvement in projects is also relevant to make RRI movement 0 0 2 0 2 Supporting Argument Flexible resources and training to be implemented in different countries 0 0 2 0 2 Supporting Argument An emotional engagement with the topic students 0 0 2 0 2 Supporting Argument Easy-to-use platforms for online teaching 0 0 2 0 2 Idea Teachers need to be shown the value of integrating RRI into their curriculum 0 0 2 0 2 Supporting Argument Confidence to tackle ethical issues 0 0 2 0 2 Supporting Argument Explaining the continuity from other projects 0 0 2 0 2 Supporting Argument Concrete achievements, showing teachers that the RRI techniques can work 0 0 2 0 2 Supporting Argument Listen the different beliefs and values are important 0 0 2 0 2 Supporting Argument Teachers should participate of science events to experience science 0 0 2 0 2 Supporting Argument Informal learning that helps formal learning. 0 0 2 0 2 Issue Key issues to promote citizenship and scientific literacy 0 0 2 0 2 Idea Pedagogical know-how for integranting 0 0 2 0 2 Idea The role of the family in oneTM)s education for scientific literacy 0 0 2 0 2 Idea Teaching and Teacher Education Elsevier IF 1.8 0 0 1 1 2 Supporting Argument Young students should be involved in the RRI discussion as social actors too 0 0 2 0 2 Idea Clarifying RRI to scientists will be essential 0 0 2 0 2 Supporting Argument For formal, non-formal and informal education. 0 0 2 0 2 Idea Understanding how science is influencing our everyday life 0 0 2 0 2 Supporting Argument Teachers should develop their strategies 0 0 2 0 2 Issue What are the approaches for and experiences with teachers) CPD for RRI, and RRI in the classroom (Marie Christine Knippels). 0 0 2 0 2 Idea Large participating of teachers and students in the EU common framework addressed to RRI (in the frame of Horizon 2020 programme). 0 0 1 1 2 Issue Approaches for and experiences with teachersTM) CPD for RRI 0 0 2 0 2 Supporting Argument Preliminary outcomes should be shared by all participants 0 0 2 0 2 Supporting Argument Socio-scientific issues based on societyTM)s needs 0 0 2 0 2 Supporting Argument The concept of social responsibility 0 0 2 0 2 Idea Internet and Citizens 0 0 2 0 2 Supporting Argument CPD initiatives must show why and how informal learning activities can help 0 0 2 0 2 Supporting Argument Different knowledge places would benefit from more connections 0 0 2 0 2 Supporting Argument Everyone must feel safe to express her/his values and opinions. RRI 0 0 2 0 2 Supporting Argument Teachers' digital skills are essential for online CPD 0 0 2 0 2 Supporting Argument Teachers can participate in science summer camps and science holidays 0 0 2 0 2 Supporting Argument Teachers should be engaged in policy making 0 0 2 0 2 Idea Reaching people at scale and high levels 0 0 2 0 2 Issue What are the key issues to promote citizenship and scientific literacy through science communication/ informal learning as well as support evidence-based policy making? (Antonio Costa. & Marzia Mazzonetto.) 0 0 1 0 1 Issue How can CPD and online communities prepare teachers for RRI adoption? 0 0 1 0 1 Issue How could we foster RRI by a better integration of scientific knowledge and principles in society, especially with young people and educators, to allow for a more knowledgable and critical public that will better be able to voice their concerns and understand crucial developments? (Klaus Hadwiger) 0 0 1 0 1 Issue Support RRI living systems (ecosystems, human-systems etc.) function 0 0 1 0 1 Issue Lack of informal activities about what is RRI and about its social impact 0 0 1 0 1 Idea Partnerships with policymakers particularly who keep the power 0 0 1 0 1 Idea Integration of technological knowledge in the school system and curriculum 0 0 1 0 1 Supporting Argument Identifying facilitators and barriers to increase the impact of RRI 0 0 1 0 1 Issue Partnerships about real science issues: Why ? What? How? Who? 0 0 1 0 1 Argument Teachers would need to spend the time working through it carefully before lesson planning 0 0 1 0 1 Issue Motivate teachers and students for RRI” 0 0 1 0 1 Supporting Argument Developing a useful evaluation framework for RRI activities including learning analytics 0 0 1 0 1 Issue tutor: CAN we address subject content through 'alternative' teaching strategies and approaches such as Engage? 0 0 1 0 1 Supporting Argument Arts and creativity must be connected to STEM for STEAM to support RRI 0 0 1 0 1 Issue Can it be applied to ensure quality of outputs? 0 0 1 0 1 Counter Argument Indeed the final deliverables of projects are usually ready when the project ends 0 0 1 0 1 Issue What are the training needs in order to induce an uptake of "RRI culture” in science teaching? 0 0 1 0 1 Counter Argument system which is resistant to change at all levels 0 0 1 0 1 Idea Supporting the movement towards a better inclusion of all actors of society 0 0 1 0 1 Supporting Argument Understanding better how policy makers work and value evidence of our projects' 0 0 1 0 1 Supporting Argument Some RRI projects that increase awareness of RRI supports bottom up approach 0 0 1 0 1 Idea Develop examples that worked and can work in another framework. 0 0 1 0 1 Issue Strategies for engaging parents when working with young people 0 0 1 0 1 Argument teaching strategies 0 0 1 0 1 Issue But it is here question: what is the reference used by policy makers to make their decisions? 0 0 1 0 1 Counter Argument Facilitate and map participatory dialogue 0 0 1 0 1 Issue What are the best existing practices in other projects and other initiatives to promote RRI awareness in the formal education sector? ( Maite Debry) 0 0 1 0 1 Idea Inclusion of RRI issues into pre-service teacher education. 0 0 1 0 1 Issue Recommendations for integrating formal with informal learning 0 0 1 0 1 Idea make sure that engagement is continuous 0 0 1 0 1 Issue How could we support RRI living systems (ecosystems, human-systems etc.) function, and how they could be improved if needed? 0 0 1 0 1 Idea Legacy plan for the sustainability of the projects outcomes 0 0 1 0 1 Issue How could teachers contribute? 0 0 1 0 1 Issue Can it be used to increase participation? 0 0 1 0 1 Supporting Argument Developing themes such as genderTM) and open accessTM) can create opportunities 0 0 1 0 1 Supporting Argument Getting students participating in debates based on their interests 0 0 1 0 1 Idea interactive tools for community-based research 0 0 1 0 1 Idea Data inquiry skills 0 0 1 0 1 Supporting Argument Involve target audience in science, technology and innovation 0 0 1 0 1 Counter Argument Some teachers still think you should just teach the hard facts of science. Difficult to get it across in the curriculum 0 0 1 0 1 Supporting Argument Communication back to people on what was done with their opinion 0 0 1 0 1 Issue What is ENGAGE about? On what methodology it is based on? 0 0 1 0 1 Idea Ethical dimensions & educational values - as part of teachers’ preparation and what students are doing in the classroom. 0 0 1 0 1 Idea Integrated curriculum development 0 0 1 0 1 Issue How can teachers' educators foster RRI in Science Education? 0 0 1 0 1 Supporting Argument Incorporating what students do and learn outside the classroom 0 0 1 0 1 Issue Teacher professional development be integrated to IBSE and Ethical dimensions 0 0 1 0 1 Issue Develop two-way communication, and involve target audience in science, technology and innovation 0 0 1 0 1 Idea The colearning styles facilitate collaborative work helping citizens to extend this competence 0 0 1 0 1 Idea Dissemination and exploitation of the results of educational RRI projects. 0 0 1 0 1 Issue Can it be used to promote significant contribution? 0 0 1 0 1 Issue How do we facilitate a good dialogue in schools? 0 0 1 0 1 Issue How can we promote collaboration to support Open Schooling Projects? 0 0 1 0 1 Counter Argument tension between formal curricula and projects 0 0 1 0 1 Idea scientific reasoning as key competency for the 21st century 0 0 1 0 1 Idea Changing Curriculum and teaching practices to co-learning 0 0 1 0 1 Issue RRI CPD initiatives for a more knowledgeable and critical public 0 0 1 0 1 Idea Analysis tools helpful 0 0 1 0 1 Issue How can be explained in classrooms the added value of RRI and shaped/explained the meaning of RRI to students? 0 0 1 0 1 Supporting Argument Providing self-assessment tools to all partners and different groups of stakeholders 0 0 1 0 1 Supporting Argument clarifying the meaning of the CBPR mapping is important for all actors 0 0 1 0 1 Issue More insights into facilitating and identifying barriers 0 0 1 0 1 Issue Complete unawareness of institutions about what is done in the frame of the projects involving RRI. 0 0 1 0 1 Idea A radical change in the way research and innovation activities 0 0 1 0 1 Idea Group B Connecting Informal and formal learning 0 0 1 0 1 Idea Partnerships 0 0 1 0 1 Issue How to promote discussion 0 0 1 0 1 Issue WHAT ARE THE KEY ISSUES TO SUPPORT TEACHING INNOVATION FOR RRI? 0 0 1 0 1 Idea MOOC lesson plan 0 0 1 0 1 Supporting Argument positive aspect or benefit 0 0 1 0 1 Issue What are the key RRI skills for students? 0 0 1 0 1 Idea problem-based solving, research, papers, skills, professional development 0 0 1 0 1 Supporting Argument Positive feedback of teachersTM) lessons, that can be recorded 0 0 1 0 1 Issue How are our projects establishing strong connections between IBSE, RRI, Science in society, science museology? 0 0 1 0 1 Idea Understanding RRI issues as a crucial fact before transferring knowledge to students. 0 0 1 0 1 Idea Inclusion of work experience in the school curriculum 0 0 1 0 1