Science education aims not only to educate future scientists and technicians, but also to contribute to educating all students as scientifically literate and responsible citizens who use this insight in daily life to deal with controversial problems. For secondary school science teachers, teaching socio-scientific issues is challenging, and assessing these skills is particularly underdeveloped. Are you interested in how teachers can be aided in the development of assessment of socio-scientific issues? Then, this project may just be something for you!

In today's highly complex and rapidly changing world scientific literacy is recognized as a basic skill that all citizens should have. Scientifically literate citizens can understand concepts, principles and scientific processes and can actively use this insight in daily life to deal with controversial problems.  In order to educate all students as scientifically literate citizens, teachers in secondary schools are expected to help them developing important skills such as argumentation, (moral) reasoning and assessing the reliability of information sources. There is evidence that teaching Socio-scientific Issues (SSI) enhances students' learning of the above-mentioned skills.

Due to their controversial nature and inherent uncertainty (there is no one good solution or answer), SSI differ from other educational content. In practice, science teachers regularly discuss current social issues in their lessons, for example about climate change and the use of laughing gas among young people. However, they find it difficult to teach SSI systematically. In particular, teachers experience a reluctance regarding assessment of skills that are developed in SSI-lessons and feel unable to handle and give feedback on students' SSI discussions.

In this research project, you will help teachers develop SSI-science lessons and strategies to evaluate students' skills that are developed in SSI-lessons. Central to this research project is the search for a better understanding of the effective evaluation strategies and tools for SSI-lessons. This leads to the main question: How does the application of formative evaluation in SSI-lessons impact teachers' and students' knowledge and skill development? Four studies were designed, that each answer their own sub-question, concerning (1) design principles for formative evaluation strategies, (2) teachers' effective participation in lesson study to implement formative evaluation, (3) interaction processes within the lesson study cycli that foster their PCK development, and (4) effects of formative evaluation strategies in SSI-lessons on students' development. You will have the opportunity to further develop the exact sub-questions and study design, in collaboration with your supervisors.

As a PhD student on this project, you will be part of Eindhoven School of Education (ESoE).
ESoE is the expertise center of Eindhoven University of Technology in the field of the education and professional development of (future) teachers, and research and educational innovation in the STEM domain in secondary as well as higher education. ESoE is active in three areas: education, research, and innovation.

Besides research, a small part of your job (around 5%) will also be to contribute to teaching within the department, consisting of supervising MSc students in their research projects and assistance in courses, depending on your background and experience.

• A master's degree in Science Education, a (research) master in Educational Sciences, or a relevant alternative.
• A research-oriented attitude.
• Able to work independently but also a team player.
• Affinity with working with teachers and students.
• Good organization and communication skills.
• Fluent in spoken and written English.
• Fluency in Dutch is a pre.

• A meaningful job in a dynamic and ambitious university with the possibility to present your work at international conferences.
• A full-time employment for four years (preferred starting date Sept 1, 2021), with an intermediate evaluation after one year.
• To support you during your PhD and to prepare you for the rest of your career, you will have free access to a personal development program for PhD students (PROOF program).
• A gross monthly salary and benefits in accordance with the Collective Labor Agreement for Dutch Universities.
• Additionally, an annual holiday allowance of 8% of the yearly salary, plus a year-end allowance of 8.3% of the annual salary.
• A broad package of fringe benefits, including an excellent technical infrastructure, moving expenses, and savings schemes.
• Family-friendly initiatives are in place, such as an international spouse program, and excellent on-campus children day care and sports facilities.