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Socio-scientific inquiry-based learning as a means toward environmental citizenship

Socio-scientific inquiry-based learning as a means toward environmental citizenship
Socio-scientific inquiry-based learning as a means toward environmental citizenship

This paper draws on the meta‐theory of Critical Realism providing a theoretical basis for the pedagogical approach of Socio‐Scientific Inquiry‐Based Learning (SSIBL) in supporting Education for Environmental Citizenship (EEC). We argue that while there are different configurations of EEC, inducting citizens in decision‐making needs satisfies the following criteria: (a) relevant transdisciplinary knowledge, (b) a values orientation toward both the complexity of, and the necessity for, a sustainable world and (c) a confidence for, and commitment to, socio-political action at individual and collective levels. In order to provide a rich perspective about how SSIBL has been operationalized in various national contexts through specific teacher professional development, we present four cases purposefully selected as exemplars from different European countries (the Netherlands, Spain, the UK and Cyprus). The four cases provide powerful scenarios to discuss different ways in which the SSIBL approach can be implemented in teacher education to meet the criteria identified and, thus, promote informed and responsible action in relation to socio-environmental issues. The whole picture shows a consistent theoretical foundation and interesting opportunities for teacher education, as a relevant strategy to prepare teachers in taking risks and integrating SSIBL within school curricula to foster environmental citizenship.

critical realism, education for environmental citizenship, socio-scientific inquiry-based learning, teacher education, transdiciplinarity
2071-1050
R.Ariza, Marta
62037af4-67a8-4af1-819d-f9ede0f5048d
Christodoulou, Andri
0a97820c-7e87-45d6-827a-d72fa1734d0a
van Harskamp, Michiel
d335b055-ad22-40f2-8e8d-ad2746b734ec
Knippels, Marie-Christine
ede6dee1-e66d-4d3e-b61e-dc29d0c4d67f
A. Kyza, Eleni
e9eb0045-9bdc-42d4-b198-f416538e148e
Levinson, Ralph
f36122a4-e28c-450a-87d7-c641185560b6
Agesilaou, Andria
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R.Ariza, Marta
62037af4-67a8-4af1-819d-f9ede0f5048d
Christodoulou, Andri
0a97820c-7e87-45d6-827a-d72fa1734d0a
van Harskamp, Michiel
d335b055-ad22-40f2-8e8d-ad2746b734ec
Knippels, Marie-Christine
ede6dee1-e66d-4d3e-b61e-dc29d0c4d67f
A. Kyza, Eleni
e9eb0045-9bdc-42d4-b198-f416538e148e
Levinson, Ralph
f36122a4-e28c-450a-87d7-c641185560b6
Agesilaou, Andria
5a191e83-13f8-430a-870f-33064a9ef015

R.Ariza, Marta, Christodoulou, Andri, van Harskamp, Michiel, Knippels, Marie-Christine, A. Kyza, Eleni, Levinson, Ralph and Agesilaou, Andria (2021) Socio-scientific inquiry-based learning as a means toward environmental citizenship. Sustainability, 13 (20), [11509]. (doi:10.3390/su132011509).

Record type: Article

Abstract

This paper draws on the meta‐theory of Critical Realism providing a theoretical basis for the pedagogical approach of Socio‐Scientific Inquiry‐Based Learning (SSIBL) in supporting Education for Environmental Citizenship (EEC). We argue that while there are different configurations of EEC, inducting citizens in decision‐making needs satisfies the following criteria: (a) relevant transdisciplinary knowledge, (b) a values orientation toward both the complexity of, and the necessity for, a sustainable world and (c) a confidence for, and commitment to, socio-political action at individual and collective levels. In order to provide a rich perspective about how SSIBL has been operationalized in various national contexts through specific teacher professional development, we present four cases purposefully selected as exemplars from different European countries (the Netherlands, Spain, the UK and Cyprus). The four cases provide powerful scenarios to discuss different ways in which the SSIBL approach can be implemented in teacher education to meet the criteria identified and, thus, promote informed and responsible action in relation to socio-environmental issues. The whole picture shows a consistent theoretical foundation and interesting opportunities for teacher education, as a relevant strategy to prepare teachers in taking risks and integrating SSIBL within school curricula to foster environmental citizenship.

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Accepted/In Press date: 12 October 2021
Published date: 18 October 2021
Additional Information: Funding Information: Funding: The Promoting Attainment of Responsible Research and Innovation in Science Education (PARRISE) project was funded by the European Union’s Seventh Framework Programme for research, technological development and demonstration, grant number 612438; and ENEC‐COST action CA16229. Publisher Copyright: © 2021 by the authors. Licensee MDPI, Basel, Switzerland. Copyright: Copyright 2021 Elsevier B.V., All rights reserved.
Keywords: critical realism, education for environmental citizenship, socio-scientific inquiry-based learning, teacher education, transdiciplinarity

Identifiers

Local EPrints ID: 452470
URI: http://eprints.soton.ac.uk/id/eprint/452470
ISSN: 2071-1050
PURE UUID: 0b48ab47-b40d-40ce-ab5a-fb3d8c73cd29
ORCID for Andri Christodoulou: ORCID iD orcid.org/0000-0002-7021-4210

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Date deposited: 11 Dec 2021 11:06
Last modified: 23 Feb 2023 02:57

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Contributors

Author: Marta R.Ariza
Author: Michiel van Harskamp
Author: Marie-Christine Knippels
Author: Eleni A. Kyza
Author: Ralph Levinson
Author: Andria Agesilaou

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