Technology assessment in the STEM curriculum: Teaching responsible research and innovation skills to future innovators

Authors

DOI:

https://doi.org/10.14512/tatup.31.1.22

Keywords:

STEM education, interdisciplinarity, discourse skills, innovation ethics, responsible research and innovation

Abstract

This article describes and evaluates a novel approach to incorporating technology assessment (TA), responsible research and innovation as well as science and technology ethics into STEM curricula (science, technology, engineering, and mathematics) by the example of the online course ‘Good Chemistry – Methodological, Ethical, and Social Dimensions.’ Based on the evaluation of extensive student feedback, this article answers positively to three major reservations (Is it possible? Is it necessary? Does it make a difference?) that often preclude such contents from STEM curricula: first, understanding the normative dimensions of chemists’ professional agency is a skill, like many others, that requires adequate teaching and training; second, engaging with TA issues not only teaches discourse and critical thinking skills, but increases students’ professional competences to collaborate in highly interdisciplinary settings; third, though this is less evidential and needs to proof in the future, it may enhance chemists’ responsibility as drivers of innovation.

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Published

08.04.2022

How to Cite

1.
Mehlich J. Technology assessment in the STEM curriculum: Teaching responsible research and innovation skills to future innovators. TATuP [Internet]. 2022 Apr. 8 [cited 2022 May 25];31(1):22-7. Available from: https://www.tatup.de/index.php/tatup/article/view/6954