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Socio-scientific inquiry-based learning: taking off from STEPWISE
University College London, Institute of Education, London,UK.
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.ORCID iD: 0000-0002-5269-1451
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Örnsköldsvik Upper Secondary School.
2017 (English)In: Science and technology education promoting wellbeing for individuals, societies and environments / [ed] Larry Bencze, Cham: Springer, 2017, p. 477-502Chapter in book (Refereed)
Abstract [en]

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 skills base. In this chapter, I discuss how a project that incorporates socio-political questions as the object of its inquiry can critically address issues of consumerism and unequal distribution that 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 that 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 that 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.

Place, publisher, year, edition, pages
Cham: Springer, 2017. p. 477-502
Series
Cultural Studies of Science Education (CSSE) ; 14
Keywords [en]
Inquiry, Responsible Research & Innovation, Socio-scientific issues, Social justice, Action, Authenticity
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:umu:diva-156806DOI: 10.1007/978-3-319-55505-8_22ISBN: 978-3-319-55503-4 (print)ISBN: 978-3-319-55505-8 (electronic)OAI: oai:DiVA.org:umu-156806DiVA, id: diva2:1292324
Available from: 2019-02-27 Created: 2019-02-27 Last updated: 2019-02-28Bibliographically approved

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Ottander, ChristinaOttander, Katarina

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
  • en-GB
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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