Module development by the PARRISE Chemistry Group (2016-17): Stalo Anayiotou1, Antonis Andrias2, Andri Ioannou3, George Miliotis4,Tasoula Moullotou3, Erasmia Stylianou5, Maria Tsierkezou-Georgiou3,6, Maria Christoforou-Zanti7

Collaborating schools: 1Ayios Georgios Lakatamias Lyceum, 2Ayias Fylaxeos Lyceum, 3Peripheral Lyceum Apostolou Louka Kolossiou, 4Idalium Lyceum, 5Petrakis Kyprianos Gymnasium, 6Ypsonas Gymnasium, 7Emporiki Scholi Mitsi Lemythou

PARRISE Cyprus chemistry teachers’ coordinator: Dr. Yiannis Georgiou, Cyprus University of TechnologyPARRISE Cyprus coordinator: Dr. Eleni A. Kyza, Cyprus University of Technology

PARRISE (www.parrise.eu) is a four-year program (2014-2017),

funded by the European Commission (grant agreement 612438)

Plastic food packaging: "With or without nanomaterials?"

Scenario: This morning you have decided to visit the butchery to buy meat. As you wait in queue, you witness aninteresting conversation between two other customers. Intrigued by a flyer at the butchery about an innovativefood package with nanoparticles, they debate about the usefulness of this new food packaging. At this point, theyturn to you asking your opinion: What would you prefer?

Students are asked to:

• Develop an informed and evidence-based stance towards the socio-scientific controversy "Plastic food packaging: With or without nanomaterials?"

• Inform their community (e.g. parents, immediate family, peers, teachers) about the socio-scientific issue through posters, videos, flyers, articles, etc.

Scientific inquiry

Socio-scientific issue

Active citizenship

Grades: 8, 9, 10Unit: Biomolecules and other molecules of Organic Chemistry Links to national curriculum: Polymers Duration: 4 lessons x 40 minutes each

Teaching approach: Collaborative inquiry structured around the Jigsaw approach

Types of activities: Investigation of secondary sources through worksheets and computer-based activities (e.g.simulations, videos, diagrams, etc.), as well as activities promoting scientific literacy through inquiry, socio-scientific learning, active citizenship and responsible research and innovation.

The SSIBL design frameworkUnit overview

Learning scenario

Jigsaw approach

As part of this socio-scientific investigation, students collect and

interpret data from multiple, secondary sources to gain a better

understanding of the topic of nanotechnology in food packaging.

· According to the jigsaw approach, students are divided in groups, representing the stakeholders involved in this socio-scientific

controversy (Food industry, Health organizations, Environmental agents,

Jurisdiction bodies) and investigate the arguments of the stakeholder group they have been assigned.

Responsible Research & Innovation

The learning unit allows students to adopt an active citizenship role in this socio-scientific controversy

for taking an evidence-based, personal decision.

Students as active citizens, are also asked to undertake collective

actions, aiming to inform and increase the awareness of their

fellow citizens.

Socio-scientific issue

Scientific inquiry

Active citizenship

Responsible Research & Innovation (RRI)

EnvironmentHealth

IndustryLegislation

The learning unit allows students to reflect on the role of sciencein the context of nanofood packaging, as a contemporarysocio-scientific topic, focusing on the following aspects:• Scientific and technological developments need to safeguard

human health as well as the natural environment• As science is a human construct, innovations may be guided by

scientists’ personal goals and agendas rather than interest forthe public wellbeing

• Citizens need to actively participate in the process of scientificand technological development

• Jurisdiction bodies should develop appropriate legislations tomonitor scientific and technological innovations

• It is important for scientists to innovate; however, they shouldinnovate responsibly.

International Conference “Science and society in education”, Dublin City University (DCU), Dublin, Ireland, 20 August 2017