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Science and society in education: Socio-scientific inquiry-based learning: connecting formal and informal science education with society

Science and society in education: Socio-scientific inquiry-based learning: connecting formal and informal science education with society
Science and society in education: Socio-scientific inquiry-based learning: connecting formal and informal science education with society
This booklet is for teachers who want to expand their teaching approaches to include socio-scientific issues which enrich and give meaning to core scientific principles. It is meant to enhance young people’s curiosity about the social and scientific world and raise important questions about issues which affect their lives. We call this approach Socio-Scientific Inquiry-Based Learning, or ‘SSIBL’ for short. Chapters 1 and 2 present an introduction to the theoretical background of SSIBL. In chapter 3, SSIBL will be approached from a classroom perspective, providing a simplified version of the framework and showing teaching examples.
Universiteit Utrecht
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Levinson, Ralph, Knippels, Marie-Christine, van Dam, Frans, A. Kyza, Eleni, Christodoulou, Andri, Chang-Rundgren, S.N, Grace, Marcus, Yarden, Anat, Abril, A, Amos, Ruth, Ariza, Marta R, Bächtold, M, van Baren-Nawrocka, J, Cohen, Rachel, Dekker, S, Dias, C, Egyed, L, Fonseca, Maria, Georgiou, Yiannis, Hadjichambis, Andreas, van Harskamp, Michiel, Hasslöf, H, Heidinger, C, Hervé, N, Karpati, A, Keedus, K, Kiraly, A, Lundström, Mats, Molinatti, Gregoire, Nédélec, Lucas, Ottander, Christina, Ottander, Katarina, Quesada, A, Radits, F, Radmann, Diana, Rauch, Franz, Rundgren, C, Simonneaux, Laurence, Simonneaux, Jean, Sjöström, J, Verhoeff, R, Veugelers, W and Zafrani, Eran (2017) Science and society in education: Socio-scientific inquiry-based learning: connecting formal and informal science education with society , Utrecht, The Netherlands. Universiteit Utrecht, 68pp.

Record type: Book

Abstract

This booklet is for teachers who want to expand their teaching approaches to include socio-scientific issues which enrich and give meaning to core scientific principles. It is meant to enhance young people’s curiosity about the social and scientific world and raise important questions about issues which affect their lives. We call this approach Socio-Scientific Inquiry-Based Learning, or ‘SSIBL’ for short. Chapters 1 and 2 present an introduction to the theoretical background of SSIBL. In chapter 3, SSIBL will be approached from a classroom perspective, providing a simplified version of the framework and showing teaching examples.

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Published date: December 2017

Identifiers

Local EPrints ID: 493745
URI: http://eprints.soton.ac.uk/id/eprint/493745
PURE UUID: 3e17058e-3f6f-4af3-b810-65bf8c18640f
ORCID for Andri Christodoulou: ORCID iD orcid.org/0000-0002-7021-4210
ORCID for Marcus Grace: ORCID iD orcid.org/0000-0002-1949-1765

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Date deposited: 11 Sep 2024 17:26
Last modified: 12 Sep 2024 01:44

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Contributors

Author: Ralph Levinson
Author: Marie-Christine Knippels
Author: Frans van Dam
Author: Eleni A. Kyza
Author: S.N Chang-Rundgren
Author: Marcus Grace ORCID iD
Author: Anat Yarden
Author: A Abril
Author: Ruth Amos
Author: Marta R Ariza
Author: M Bächtold
Author: J van Baren-Nawrocka
Author: Rachel Cohen
Author: S Dekker
Author: C Dias
Author: L Egyed
Author: Maria Fonseca
Author: Yiannis Georgiou
Author: Andreas Hadjichambis
Author: Michiel van Harskamp
Author: H Hasslöf
Author: C Heidinger
Author: N Hervé
Author: A Karpati
Author: K Keedus
Author: A Kiraly
Author: Mats Lundström
Author: Gregoire Molinatti
Author: Lucas Nédélec
Author: Christina Ottander
Author: Katarina Ottander
Author: A Quesada
Author: F Radits
Author: Diana Radmann
Author: Franz Rauch
Author: C Rundgren
Author: Laurence Simonneaux
Author: Jean Simonneaux
Author: J Sjöström
Author: R Verhoeff
Author: W Veugelers
Author: Eran Zafrani

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