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Title:
Responsible Citizenship Education in Science Lessons: How to integrate it in Dutch Science Teacher Education

Abstract:
In today's rapidly evolving world, scientific literacy is a fundamental skill for navigating modern challenges. The COVID-19 pandemic has underscored its importance, as individuals must interpret uncertain knowledge, engage with controversial issues, and develop a nuanced understanding of science. Scientific literacy equips people to evaluate solutions critically and make informed decisions, fostering active participation in society. Now more than ever, cultivating these skills is vital for tackling global challenges and building a resilient future. To prepare future generations as responsible citizens, citizenship skills must be integrated into science education. In the Netherlands, since February 1, 2006, primary and secondary schools have been legally required to promote active citizenship and social integration. However, no concrete goals or guidelines have been established. In 2021, a new law was introduced to strengthen citizenship education, but its main objectives do not include specific or explicit citizenship goals. In March 2024, SLO presented the draft core objectives for citizenship. These represent the final product of the development phase and will serve as the foundation for the next step: the testing phase, in which the core objectives will be further optimized toward the final goals. In this talk, I will discuss current approaches to citizenship education in the Netherlands, relevant policy regulations, and the latest report. I will also explore how integrating socio-scientific issues (SSI) into science lessons can enhance citizenship learning.

Biography
Dr. Duru Bayram is an Assistant Professor at the Eindhoven School of Education (ESoE), Eindhoven University of Technology (TU/e) in the Netherlands. She holds a bachelor degree in physics teaching from Middle East Technical University (METU), Turkey. She worked for 10 years as a physics & science teacher at secondary schools in Turkey. She has worked as a principal investigator and researcher on various local and EU projects and served as a chair of the External Policy and Relations Committee at NARST. Her research interests are; Socio-scientific Issues (SSI), science education for citizenship, education for sustainable development, pedagogy of physics, Pedagogical Content Knowledge (PCK) of physics/science teachers, and formative evaluation of SSI lessons. Prior to her appointment at Eindhoven University of Technology (TU/e), Dury Bayram was affiliated with Radboud University in the Department of Science Education (2016 -April 2020), and with Delft University of Technology (TU Delft) in the Department of Science Education and Communication from 2013 to 2016. Earlier in her career, she resided and worked in Ankara, Turkiye, at Ankara University in the Faculty of Educational Sciences from 2005 to 2010, where she served as a researcher and teacher educator. Dr. Bayram earned her Ph.D. in Curriculum and Instruction, specializing in the professional development of physics and science teachers, and she holds a Bachelor's degree in Physics from Middle East Technical University, Ankara, Turkey.

Publications
Evagorou, M., Puig, B., Bayram, D., & Janeckova, H. (2024). Addressing the Gender Gap in STEM Education across Educational Levels. Analytical Report. European Union.

Stouthart, T., Bayram, D., & van der Veen, J. (2025). Science teachers' views on student competences in education for sustainable development. Journal of Research in Science Teaching.

Bravo, E., Bayram, D., van der Veen, J. T., & Reymen, I. (2024). Students’ Learning Gains in Extracurricular Challenge-Based Learning Teams. European Journal of Engineering Education, 1-18.