Levinson, R;
The PARRISE Consortium, .;
(2017)
Socio-scientific Inquiry-Based Learning: Taking off from STEPWISE.
In: Bencze, JL, (ed.)
Science and Technology Education Promoting Wellbeing for Individuals, Societies and Environments.
Springer: Dordrecht.
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Abstract
In the European Union educational policy-making bodies are encouraging projects of inquiry-based learning to stimulate interest of young people in science and broaden the science and technological base. In this article I discuss how a project which incorporates socio-political questions as the object of its inquiry can critically address issues of consumerism and unequal distribution which affect contemporary neoliberal economies. Components of this model of inquiry draw on substantive scientific knowledge incorporating Responsible Research and Innovation (RRI), Critical Citizenship Education, Socio-Scientific Issues as well as Inquiry hence the acronym, SSIBL (Socio-Scientific Inquiry Based Learning). Social values at the heart of this project are science inquiry as for and with people recognising that we live in a diverse world where technological change should be underpinned by social justice and political responsibility. We describe how authentic activities, those which stem from students’ concerns, can be derived from these values to lead to non-trivial action which takes into account social, political and cultural constraints and uncertainties. Inquiries reflect issues which have personal, social and global relevance. A sensitive assessment strategy is developed which incorporates knowledge about the issue, skills of organising, values that reflect the underlying principles of compassionate justice and dispositions of inclusivity and criticality.
| Type: | Book chapter |
|---|---|
| Title: | Socio-scientific Inquiry-Based Learning: Taking off from STEPWISE |
| ISBN-13: | 978-3-319-55505-8 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/978-3-319-55505-8_22 |
| Publisher version: | https://doi.org/10.1007/978-3-319-55505-8_22 |
| 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: | Inquiry, Responsible Research & Innovation, Socio-scientific issues, Social justice, Action, Authenticity |
| 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/1540850 |
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