How Socio-Scientific Inquiry Based Learning (SSIBL) promotes inquiry in climate issues – An example for enacting socio-scientific issues in science education
Keywords:Socio-Scientific Issues, Pre-service science teacher education, collaborative inquiry
AbstractThe 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.
Flick, U. (2014). An Introduction into Qualitative Research. Sage: Thousand Oaks.
Knippels, M.C., van Dam, F., & van Horskamp, M. (Eds.) (2017). Science and society in education. Socio-Scientific Inquiry-Based Learning: connecting formal and informal science education with society. (https://www.parrise.eu/wp-content/uploads/2018/04/parrise-en-rgb.pdf)
Levinson, R. (2016). Adapted framework after trials by WP 2-4 in round 1, D1.3 PARRISE, Utrecht University, The Netherlands / University College London- Institute of Education, UK.
Mayring, P. (2015). Qualitative Inhaltsanalyse. Grundlagen und Techniken. Weinheim und Basel: Beltz.
Menthe, J., Höttecke, D., Eilks, I. & Hößle, C. (Eds.) (2013). Handeln in Zeiten des Klimawandels. Münster, New York, München und Berlin: Waxmann.
PARRISE (2017). (http://www.parrise.eu/about-parrise/; 2019-10-01).
Radmann, D., Rauch, F. & Schmölzer, B. (2018). Collaborative science teacher education through inquiry on climate issues: School Science Review, 100(371), 36-39.
Rauch, F. (2017). Education for Sustainable Development: Competences and Networks: DARUNA, 44, 72 - 84.
Sadler, T. (2009). Situated learning in science education: socio scientific issues as context for practice. Studies in Science Education, 45(1), 1‐42.
United Nations (2015). Transforming our world: the 2030 Agenda for Sustainable Development. New York: UN.
How to Cite
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright © Authors