ERIC Number: EJ1248987
Record Type: Journal
Publication Date: 2018-Dec
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-6811
EISSN: N/A
Really Working Scientifically: Strategies for Engaging Students with Socio-Scientific Inquiry-Based Learning (SSIBL)
Amos, Ruth; Christodoulou, Andri
School Science Review, v100 n371 p59-65 Dec 2018
Socio-scientific inquiry-based learning (SSIBL) engages learners with local and global issues in which science and technology are interwoven, aiming to empower them to become active agents of change for their local communities. Within the PARRISE project, we worked with pre-service teachers on prioritising an "it matters" approach to science education using strategies presented in this article. Using the chemistry curriculum, consumerism and the overuse of the Earth's resources as linked contexts, we discuss strategies for enabling students to raise authentic inquiry questions, for considering the ethical dimensions of technology use, and for working with evidence when learning about climate change.
Descriptors: Science and Society, Inquiry, Active Learning, Science Instruction, Science Education, Preservice Teachers, Science Teachers, Secondary School Science, Science Activities, Chemistry, Handheld Devices, Climate
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A