[vc_row type=”in_container” full_screen_row_position=”middle” scene_position=”center” text_color=”dark” text_align=”left” overlay_strength=”0.3″][vc_column column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” width=”2/3″ tablet_text_alignment=”default” phone_text_alignment=”default” column_border_width=”none” column_border_style=”solid”][vc_column_text]The aim of the PARRISE project is to collect and share existing best practices across Europe and develop learning tools, materials and in/pre- service training courses for science teachers based on the Socio-Scientific Inquiry-Based Learning (SSIBL) approach.
The goal of the project is to empower and facilitate science teachers and teacher educators, by in-service and pre-service professional development courses, based on reshaped best practices available among the partners. These shared selected best practices will be reflected on from a ‘Responsible Research and Innovation’ (RRI) perspective and improved by an international ‘community of learners’ who incorporate RRI in their teaching and learning processes.
The PARRISE project has established a multidisciplinary team and facilitates networking activities among teachers, teacher educators and educational researchers of 18 institutions in 11 countries. The project builds on recently developed Inquiry-Based Science Education (IBSE) insights and fosters implementation of IBSE in educational practice.[/vc_column_text][/vc_column][vc_column column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” width=”1/3″ tablet_text_alignment=”default” phone_text_alignment=”default” column_border_width=”none” column_border_style=”solid”][vc_column_text]
Focus: Science teachers’ professional development through a participatory design approach
Funding: European-funded project
Status: Completed
[/vc_column_text][divider line_type=”No Line” custom_height=”20″][vc_gallery type=”flexslider_style” images=”154,153,152,151,150,149,148,147,146,145″ onclick=”link_image”][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” scene_position=”center” text_color=”dark” text_align=”left” overlay_strength=”0.3″][vc_column column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” width=”1/1″ tablet_text_alignment=”default” phone_text_alignment=”default” column_border_width=”none” column_border_style=”solid”][vc_text_separator title=”Related Publications” color=”custom” accent_color=”#6eba72″][vc_column_text]Georgiou, Y. & Kyza, E. A. (2024, September). Nanoparticles in food packaging: Exploring the impact of an RRI module in the chemistry classroom. Paper presented at the EARLI SIG20 & SIG26 conference “Digital, analog, and hybrid learning spaces: Rethinking dialogue, inquiry, and argumentation?!”, Berlin, Germany.
Georgiou, Y., & Kyza, E. A. (2023). Fostering chemistry students’ scientific literacy for responsible citizenship through Socio-Scientific Inquiry-Based Learning (SSIBL). Sustainability, 15(8), 6442.
Georgiou, Y. & Kyza, E. A. (2022, September). Empowering students’ active citizenship through socio-scientific inquiry-based learning: A case study in Chemistry Education. Paper presented at the EARLI SIG20 & SIG26 conference “Dialogue, inquiry and argumentation: shaping the future(s) of education”, Utrecht, The Netherlands.
Kyza, E. A. & Agesilaou, A. (2022). Investigating the processes and conditions for teacher and researcher empowerment in co-design settings. Cognition and Instruction, 40(1), 100-125. https://doi.org/10.1080/07370008.2021.2010213
Goldman, S. R., Hmelo-Silver, C. E. , & Kyza, E. A. (2022). Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue. Cognition and Instruction, 40(1), 1-6. https://doi.org/10.1080/07370008.2021.2010215
Kyza, E.A., Agesilaou, A., Georgiou, Y., Hadjichambis, A.C. (2022) Teacher-Researcher Co-design Teams: Teachers as Intellectual Partners in Design. In A. C. Superfine, S. R. Goldman, M. Ko (Eds.) Changing Content and Contexts of Teacher Learning: Supporting Shifts in Instructional practices. Advances in the Learning Sciences. (pp. 175-195). Routledge.
Kyza, E. A., Georgiou, Y., Hadjichambis, A., & Agesilaou, A. (2018). Antibiotics in livestock: Introducing in-service teachers to the nature of contemporary, socio-scientific controversies. School Science Review, 100(371), 53-58.
Hadjichambis, A. C., Georgiou, Y., Paraskeva Hadjichambi, D., Kyza, E. A., Agesilaou, A., & Mappouras, D. (2018). Promoting RRI and active citizenship in an inquiry-based controversial socio-scientific issue: the case of cholesterol regulation with statins. Journal of Biological Education, 1-13.[/vc_column_text][divider line_type=”Full Width Line” line_thickness=”1″ divider_color=”extra-color-3″ custom_height=”45″][nectar_btn size=”small” button_style=”see-through-2″ hover_text_color_override=”#ffffff” icon_family=”fontawesome” icon_fontawesome=”fa fa-chevron-left” text=”Back to Projects” url=”https://mcl.cut.ac.cy/projects/”][/vc_column][/vc_row]