Socio-scientific inquiry-based learning and community engagement for open schooling

Knippels, Marie-Christine and Christodoulou, Andri (2024) Socio-scientific inquiry-based learning and community engagement for open schooling. European Researchers in Didactics of Biology, École Supérieure de Chimie Physique Électronique de Lyon, Lyon, France. 01 - 05 Jul 2024.

Abstract

Socio-Scientific Inquiry-Based Learning (SSIBL) is a pedagogy that aims to foster responsible citizenship by connecting SSI-driven inquiry and taking responsible action. In this study we explore opportunities to expand the use of SSIBL as a tool for community well-being, by including stakeholders (e.g., families, scientists, companies, science centres) related to the SSI in focus, and as such build a Community of Practice (CoP) that collectively works towards addressing localised SSIs. We worked in 7 primary and 8 secondary schools across 6 countries (Netherlands, Sweden, UK, Portugal, Belgium, Israel) with teams of teachers (40 primary, 40 secondary teachers in total) to co-design and implement ‘Open SSIBL’. Data collected included the co-designed materials, lesson observations, reflective logs, and notes from meetings between teachers and researchers. At the design stage, the SSIBL units addressed all SSIBL stages, although responsible action was not always implemented in the units due to external factors or due to teachers’ conceptualisation of SSIBL. We found that successful SSIBL implementation of all stages (ASK, FIND OUT, ACT) was achieved in all primary schools, but not in our participating secondary schools, who found implementing responsible action activities more challenging. Where successful SSIBL implementation was achieved, this also showed key dimensions of CoP being addressed or developed. The time required to develop some CoP dimensions (e.g., shared repertoire) posed a challenge for teachers, especially in secondary schools. Implications for further research and teacher education on how to support the integration of SSIBL and CoP dimensions are discussed.

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Contributors

Author: Andri Christodoulou

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