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.
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Amos, Ruth
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Christodoulou, Antri
0a97820c-7e87-45d6-827a-d72fa1734d0a
December 2018
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), .
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
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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
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Date deposited: 19 Jul 2019 16:31
Last modified: 16 Mar 2024 04:08
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Author:
Ruth Amos
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