Abstract:

Understanding how scientific research works—and how it is funded, governed and embedded in society—is increasingly important for young citizens. Scientific developments shape everyday life, yet the processes behind research are often perceived as distant or opaque. To address this gap, the Italian National Institute for Nuclear Physics (INFN) has developed a PlayDecide activity on Science and Society, designed to engage high school students in a structured discussion about the social, ethical and economic dimensions of scientific research.

PlayDecide is a participatory discussion format that combines storytelling, evidence cards and guided deliberation to stimulate informed debate on complex issues. In this activity, students work in small groups and progressively explore different aspects of how science is conducted and supported in contemporary societies. The goal is not only to provide information but also to encourage reflection, dialogue and the revision of initial opinions in light of new perspectives.

The activity has been implemented with groups of upper-secondary students coming from different European countries, creating a multicultural environment in which diverse educational backgrounds and viewpoints enrich the discussion. Participants are introduced to a series of thematic cards presenting facts, dilemmas and viewpoints related to the research ecosystem. These include topics such as the distinction between basic and applied research, the respective roles of public institutions and private companies, the allocation of public funding for science, and the broader societal expectations toward scientific knowledge.

A key element of the discussion concerns the relationship between scientific freedom and societal responsibility. Students are invited to reflect on questions such as: Who should decide what research is funded? Should governments supervise or restrict certain lines of research? How should the benefits of publicly funded science be shared? What are the implications of private investment in research agendas? Other discussion topics address data governance and privacy, particularly in research involving large datasets or sensitive information, and the challenges of balancing openness of scientific results with ethical and security considerations.

Through structured dialogue, students evaluate different positions and attempt to formulate collective viewpoints. The format encourages them to compare arguments, listen to alternative perspectives and reconsider their own assumptions. This process fosters critical thinking and helps participants understand that scientific research is not only a technical endeavor but also a social enterprise shaped by values, priorities and public trust.

In this contribution we present the findings from both qualitative and quantitative evaluation methods, examining not only student engagement but also the extent to which the methodology fosters the development of scientific citizenship. In particular, we analyse how it enhances participants’ self‑efficacy in relation to science and strengthens the connection between scientific research and broader societal debates.

Keywords:

Science education, gamification, society, discussion-based learning.