UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science

Amos, R; Levinson, R; (2019) Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science. International Journal of Development Education and Global Learning , 11 (1) pp. 29-49. 10.18546/ijdegl.11.1.03. Green open access

[img]
Preview
Text
IJDEGL.11.1.03_socio-scien inq.pdf - Published version

Download (1MB) | Preview

Abstract

Socio-scientific inquiry-based learning (SSIBL) incorporates the European Commission’s approach to Responsible Research and Innovation (RRI). These relationships are elaborated into a pedagogic model encouraging young people to ask real-world questions that interest them, collect evidence to answer the questions and, as a result, to take personal action on their findings. After depicting a pedagogic model for SSIBL, we identify the opportunities for pre-service science teachers (PSTs) adopting a SSIBL approach. We detail SSIBL activity designs that aim to engage students in learning about the 2030 Sustainable Development Goals. The findings show the prerequisite of using the science curriculum to facilitate SSIBL within the Sustainable Development Goals (SDGs). We suggest a SSIBL approach would benefit from co-designed frameworks involving the collaboration of cross-disciplinary groups of teachers, through reflection and enactment on previous SSIBL activities. SSIBL enables practitioners to establish engaging contexts for science knowledge development, as well as to become more informed citizens.

Type: Article
Title: Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science
Open access status: An open access version is available from UCL Discovery
DOI: 10.18546/ijdegl.11.1.03
Publisher version: https://doi.org/10.18546/ijdegl.11.1.03
Language: English
Additional information: This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. https://creativecommons.org/licenses/by/4.0/
Keywords: inquiry learning; pedagogy; science; society; activism
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/10077323
Downloads since deposit
37Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item