How Socio-Scientific Inquiry Based Learning (SSIBL) promotes inquiry in climate issues – An example for enacting socio-scientific issues in science education

Franz Rauch; Diana Radmann

doi:10.51724/arise.35

Authors

Franz Rauch https://orcid.org/0000-0002-5414-3619
Diana Radmann University of Klagenfurt, Austria https://orcid.org/0000-0003-2499-8277

DOI:

https://doi.org/10.51724/arise.35

Keywords:

Socio-Scientific Issues, Pre-service science teacher education, collaborative inquiry

Abstract

The project “Mobility, Traffic and Renewable Energies” is a joint project between the University of Klagenfurt and the University of Teacher Education in Carinthia. Pre-service science teachers, teachers and school students engage in real-world issues. This participatory project was implemented in two rounds (academic year 2015-2016 and 2016-2017) and was part of the EU-FP7-Project PARRISE (Promoting Attainment of Responsible Research and Innovation in Science Education). An essential goal of PARRISE was to implement the pedagogic framework of Socio-Scientific Inquiry Based Learning – SSIBL. In this paper practical activities at schools are described and selected findings of an evaluation about the learning of school students and pre-service science teachers are presented.

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