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Really working scientifically: strategies for engaging students with socio-scientific inquiry-based learning (SSIBL)

Really working scientifically: strategies for engaging students with socio-scientific inquiry-based learning (SSIBL)
Really working scientifically: strategies for engaging students with socio-scientific inquiry-based learning (SSIBL)
Socio-scientific inquiry-based learning (SSIBL) engages learners with local and global issues ‎in which science and technology are interwoven aiming to empower them to become active ‎agents of change for their local communities. Within the PARRISE project, we worked with ‎pre-service teachers on prioritising an ‘it matters’ approach to science education using ‎strategies presented in this article. Using the chemistry curriculum, consumerism and the over-‎use of the Earth’s resources as linked contexts, we discuss strategies for enabling students to ‎raise authentic inquiry questions, for considering the ethical dimensions of technology use, ‎and for working with evidence when learning about climate change. ‎
0036-6811
59-65
Amos, Ruth
d971b29d-7c7e-4764-b2ef-9ae9aa35c662
Christodoulou, Antri
0a97820c-7e87-45d6-827a-d72fa1734d0a
Amos, Ruth
d971b29d-7c7e-4764-b2ef-9ae9aa35c662
Christodoulou, Antri
0a97820c-7e87-45d6-827a-d72fa1734d0a

Amos, Ruth and Christodoulou, Antri (2018) Really working scientifically: strategies for engaging students with socio-scientific inquiry-based learning (SSIBL). School Science Review, 100 (371), 59-65.

Record type: Article

Abstract

Socio-scientific inquiry-based learning (SSIBL) engages learners with local and global issues ‎in which science and technology are interwoven aiming to empower them to become active ‎agents of change for their local communities. Within the PARRISE project, we worked with ‎pre-service teachers on prioritising an ‘it matters’ approach to science education using ‎strategies presented in this article. Using the chemistry curriculum, consumerism and the over-‎use of the Earth’s resources as linked contexts, we discuss strategies for enabling students to ‎raise authentic inquiry questions, for considering the ethical dimensions of technology use, ‎and for working with evidence when learning about climate change. ‎

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Amos Christodoulou SSR December 2018 - Accepted Manuscript
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Published date: December 2018

Identifiers

Local EPrints ID: 432587
URI: http://eprints.soton.ac.uk/id/eprint/432587
ISSN: 0036-6811
PURE UUID: f047233e-5947-4503-9aea-a6b16cf34b43
ORCID for Antri Christodoulou: ORCID iD orcid.org/0000-0002-7021-4210

Catalogue record

Date deposited: 19 Jul 2019 16:31
Last modified: 13 May 2020 00:39

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