In designing an exhibit, or a narrative/inquiry focused dialogue to accompany an exhibit, students would need to consider how the exhibit gets the audience thinking about issues of Responsible Research and Innovation. In the process of either creating an exhibit or modifying an existing exhibit the emphasis would be on eliciting personal reflection by those engaging in the exhibit.

The discussion inherent to the preparation of exhibits on Responsible Research and Innovation can be particularly useful both in terms of learning about the contents, the processes and the nature of science and technology, and in terms of the students‘ cognitive, social, political, moral and ethical development. Exhibitions about RRI, as a socio-cultural context, can raise questions, elicit personal reflection and stimulate conversations between students and visitors, transforming both of them into learners. The process of exhibits‘ construction and presentation allows students to move beyond analysis and discussion, creating an opportunity for them to participate in (and even to instigate) community action on socio-scientific controversial matters. Community action is frequently considered a major aspect of scientific literacy (Hodson, 1998; Roth, 2003).

  • Hodson, D. (1998). Teaching and learning science: Towards a personalized approach. Buckingham: Open University Press.
  • Roth, W.-M. (2003). Scientific literacy as an emergent feature of collective human praxis.Journal of Curriculum Studies, 35(1), 9-23.