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Really working scientifically: strategies for engaging students with socio-scientific inquiry-based learning (SSIBL)

Amos, R; Christodoulou, A; (2018) Really working scientifically: strategies for engaging students with socio-scientific inquiry-based learning (SSIBL). School Science Review (371) Green open access

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Abstract

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 over-use 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.

Type: Article
Title: Really working scientifically: strategies for engaging students with socio-scientific inquiry-based learning (SSIBL)
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.ase.org.uk/resources/school-science-re...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: science education; society; responsible research and innovation
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10057360
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