In this case study, opinions of Ankara University Erasmus mobility students were analyzed about their experiences at host Erasmus universities. The aim of the study is to learn the experiences of Ankara University mobility students, find out the reasons of attending Erasmus mobility, the good examples they experienced and discuss whether it changes according to a host country. It is a case study examining the views of Ankara University Erasmus mobility students. A case study research method is used in many situations. It is used very often in education, social sciences, political science, sociology, anthropology, etc. The positive feature of case study is that the researchers can have the holistic and meaningful characteristics of real-life events (Yin, 2009). All data were collected with digital questionnaires. Based on empirical data, the research focuses on the added value of Erasmus student mobility. The qualitative analysis was conducted using MAXQDA 11 program. Results showed that language learning and living in a different culture are the main reasons of participating in Erasmus mobility. Good practices were discussed according to academic, social and psychical dimensions. In academic dimension, students liked mostly courses, instructors, academic development opportunities and language learning opportunities. In social dimension good guidance, attitudes toward students, flexible bureaucracy and multicultural learning environments are most liked attributes of host universities. In physical dimension students indicated their positive views about accommodation, technical facilities, facilities for study and facilities for handicapped students …@en

There is a growing interest in bridging science & technology education (STE) and science & technology communication (STC) for mutual benefits. Several researchers call attention to connecting these two fields that have shared goals but developed as separate disciplines (Baram-Tsabari & Osborne, 2015; Negrete & Lartigue, 2004).@en

The overall purpose of this book is to seek cross-disciplinary insights concerning education and communication about science and technology. Reading through the chapters of this book, multiple perspectives have been explored on both science & technology education (STE) and science & technology communication (STC). If there is one such thing as an overall message, a red thread throughout the book, it is possibly that the education and communication related concepts used in the education/communication approaches, do not have exclusive value in solely either one of these two professional domains.@en

The research we discuss here is on the impact of these materials on the PCK of chemistry teachers in five different countries. The research aims to study patterns in teachers’ PCK and to investigate whether these patterns are shared internationally. Specific methodological questions to be addressed in the symposium are: 1) Can the intended PCK data collection instruments be applied in different cultures? 2) How can the PCK research process be organized within an international team?@en

The research reported in this study focuses on the influence of innovative and RRI support science teaching materials on teachers development of practical knowledge (PK) to support student skills to deal with science issues in society. To capture the complexity of teacher PK, we applied a multi-method design which focuses on specific well-defined aspects of this knowledge, based on the components of the Magnusson’s et al. (1999) model. The data were collected through different instruments such as PK forms, lesson plans, self-evaluation forms, semi-structured interviews, and reflection papers. The participants of this study are the six students of the Chemistry master programme of the Science Education and Communication department at one of the Dutch Universities of Technology. Data were analysed by considering the Magnusson’s et al. (1999) four components of PCK. It is found that teachers’ PK for two dimensions (1. students’ abilities and needs, 2. instructional strategies) have developed through the enactment of the lesson with RRI support materials. From the results of the study, ideas should be generated to help teachers to develop the beliefs, knowledge and classroom practice for RRI teaching, with the ultimate goal to equip the next generation for active engagement in science.@en

This paper presents the summary of a qualitative study developed during the first year of the European project ENGAGE. Our aim is to identify opportunities and challenges for equipping the next generation for responsible citizenship at scale. ENGAGE aims to spread the teaching and learning of Responsible Research and Innovation (RRI) by connecting cutting-edge Science and Technology educative materials (Sherborne et al, 2014). Our goal is to reach 12.000 teachers and 300.000 students in 14 countries within 3 years. For that, the ENGAGE Hub platform (EngagingScience.eu) combines Open Educational Resources (OER) for students, Open Online Courses (MOOC) in EdX platform and Community of Practice (CoP) for teachers. It was developed based on the CPD framework and RRI curriculum.@en