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Weizmann Institute of Science, Rehovot, Israel The goals Introduction Designing Teachers' Professional Development Model for Promoting and Attainment of Responsible Research and Innovation in Science Education (PARRISE Rachel Cohen and Anat Yarden Figure 1: The Model structure and process Description on of the TPD model The TPD course was composed of two parts: i) SSIBL implicit, and ii) SSIBL explicit. At the department of Science Teaching at the Weizmann Institute of Science, the Teachers Professional Development (TPD) first round course was planned and conducted through a collaborative effort with a high school in Tel-Aviv, where an already existing and exciting SSIBL project takes place. In this project students are cultivating the cyanobacteria Arthrospira (Spirulina) as a dietary supplement. The goal of the project is to develop optimal conditions that can be spread in 3 rd world countries in order to enrich their diet with proteins using simple means that can be transferred to the population via school students. In the first round of our TPD, this project served as a model for SSIBL in practice. We expanded this inspiring socio‐scientific project to more local and global Socio-scientific Issues. Established on the main goal of the PARRISE project, we intended to increase teachers' awareness of local and global Socio‐ Scientific Inquiry Based Learning (SSIBL). Students’ processes in the TPD model The implicit exposure of the teachers to the SSIBL approach during the first two days of the TPD enabled them to experience SSIBL themselves as learners ("teachers as learners", following Eylon and Bagno, 2006). On the other hand, the explicit exposure to the SSIBL approach during the 3rd and 4th day of the TPD enabled them to develop learning materials for their students ("teachers as curriculum developers", following Eylon and Bagno, 2006). we believe the four stage model is a powerful one and that introducing the SSIBL framework explicitly at a late stage in the TPD is a productive approach that can be embraced when designing models. In the second round of our TPD, at the Orientation phase, we invited graduate teachers who attended the first TPD round to share and present their classrooms' projects. The Conceptual phase was placed during the second day of the TPD, and we added a SSIBL evaluation discussion. •Eylon, B.-S., & Bagno, E. (2006). Research-design model for professional development ofteachers: Designing • lessons with physics education research. Physical Review Special Topics – Physics Education Research, 2(2), 020106. ACHNOWLEDEMENT This research was carried out as part of the “PARRISE” project, which has received funding from the EU's Seventh Framework Programme (FP7) under grant agreement No [612438]. REFERENCES
