How Socio-Scientific Inquiry Based Learning (SSIBL) promotes inquiry in climate issues – An example for enacting socio-scientific issues in science education
Franz Rauch 1  
,  
 
 
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Institute of Instructional and School Development, University of Klagenfurt, Austria
CORRESPONDING AUTHOR
Franz Rauch   

Institute of Instructional and School Development, University of Klagenfurt, Sterneckstrasse 15, 9010, Klagenfurt, Austria
Publication date: 2020-06-11
 
ARiSE 2020;3(2):43–45
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ABSTRACT
The project “Mobility, Traffic and Renewable Energies” is a joint project between the University of Klagenfurt and the University of Teacher Education in Carinthia. Pre-service science teachers, teachers and school students engage in real-world issues. This participatory project was implemented in two rounds (academic year 2015-2016 and 2016-2017) and was part of the EU-FP7-Project PARRISE (Promoting Attainment of Responsible Research and Innovation in Science Education). An essential goal of PARRISE was to implement the pedagogic framework of Socio-Scientific Inquiry Based Learning – SSIBL. In this paper practical activities at schools are described and selected findings of an evaluation about the learning of school students and pre-service science teachers are presented.
 
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