An educational sequence for implementing socio-scientific inquiry-based learning (SSIBL)

• Autores: Marie Christine Knippels, Michiel van Harskamp
• Localización: School Science Review, ISSN 0036-6811, Vol. 100, Nº. 371, 2018 (Ejemplar dedicado a: Science with and for society), págs. 46-52
• Idioma: inglés
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• Resumen

  • We present a sequence of professional development sessions to support science teachers in designing socio-scientific inquiry-based learning (SSIBL) lessons to foster democratic citizenship.

    We focus on seven stages for enacting SSIBL: (1) introducing a dilemma; (2) initial opinion-forming; (3) creating a ‘need to know’; (4) inquiry; (5) dialogue; (6) decision-making; and (7) reflection. These stages were practised by pre-service science teachers (n=79) in designing SSIBL lessons (n=30).

    Activities trialled in the sessions as well as the challenges and opportunities identified by the preservice teachers will be discussed.