Abstract:

The impact of particular technological applications, potentially carcinogenic food and advances in genetic and reproductive technologies are some of the controversial scientific issues raising concern in our modern society. Thus, there is a need to equip individuals with the knowledge, skills and values, required to evaluate contrasting views, take informed positions and actively participate in the debate of socio-scientific issues. Additionally, in a world deeply influenced by science and technology, it is necessary to ensure that the processes and products of science are well aligned with the values, needs and expectations of society. This objective should be achieved by considering public opinion and engaging citizens in the different stages of research and innovation.
Science education should address the abovementioned challenges, and teachers play a key role in this endeavour. The present work discusses the design and evaluation of a program intended at providing teachers with the knowledge, strategies and resources, necessary to prepare their students to make informed decisions about socio-scientific-issues, and to participate in responsible research and innovation.

First, the main features of a research-based model of science education aimed at responding to these challenges will be described. A discussion on how to promote this model through teacher education will follow, founded on evidence about efficient teacher professional development and the analysis of our particular context. Then, we will present the design of a program to provide teachers with the knowledge, skills and resources, required to implement the abovementioned science education model. Finally, we will report on the evaluation of this program and how outcomes can inform theory, following a design-based approach.

Keywords:

Science education, responsible research and innovation, socio-scientific issues, teacher training, teacher professional development, design-based research.