SSIBL Framework
Introduction
Pedagogical framework- Socio-scientific Inquiry-Based Learning (SSIBL)
SSBIL In Classroom (can adapting SSIBL)
Annex
Stage 2- Enaction ('Find out')
Stage 3- Action ('Act')
stage 1- Raising authentic question ('Ask')
Eco-friendly clothing
Why do young people smoke?
Cutting down a school's energy losses
Annex 2- Enaction: 'Find out'
Annex 3- Citizenship Education (CE)
Annex 1- Raising authentic questions about SSIs: 'Ask'
combination of
function for teachers
draws state-of-art knowledge in science education
link to real world development in science and technology
practical tool for enhancing teacher practice
provides a means of collaborating with agencies beyond the school curriculum
RRI- Responsible Research and Innovation
Critical Citizenship- related to rapid developments in science and technology
Pedagogy- for citizenship education/educational framework RRI
Aim
Encouraging young people to participate in research and innovation issues which are influences by science and technology
Promoting young people's interest in science, mathematical and technology
Supporting young people in acting as knowledgeable social agents through inquiry promoting critical citizenship education
question features
involve real-world, complex, 'wicked problem'
are gender inclusive and gender-sensitive
are issues emerge from young people spontaneously
presuppose change in that questions are asked about matters or issues which can be improved
Perspective
Social (what does it mean to my family, friends, community?)
Global (What does it mean more broadly?)
Personal (what does it mean to me?)
Aproaching SSIBL through IBSE
The question is open and the answer not known
The question is clear and focused
the question fit the theme or scenario
data can be collected to answer the question
CE- Citizenship education
CE in SSIBL
Argue a point with personal commitment using evidence and reason
be open to change your view and respect view of others
Be critical of arguments if there are points you disagree with
SSIBL supports young people in acting as knowledgeable social agents through CE
('Act')
('Find out')
('Ask')
Developing a plan for resolving the question of fuel conservation in the school. Their overall question becomes: how can we avoid energy losses in the school?
They can carry out a survey identifying sites which are cold and drafty in winter or hot and uncomfortable in summer
They search for information and try out small experiment
design a pamphlet to suggest ways of making the school more energy efficient based on their evidence
Student might learn
The importance of oxygen for cell metabolism and the need to remove carbon dioxide
How blood transport gases to and from cells
The role of bronchi and lungs and how their structure is adapted for function
Make smoking model as experiment
project of a student based on an article- how air pollution can be reduced by wearing clothes which purify the air
Example of article and the SSI
Approaches for setting the scenario for SSIS
Using old car tyres to provide a base for sports fields- The car tyres contain PAHs (polycyclic aromatic hydrocarbons) which are implicated as cause of cancer
Urinating in the sea- Why do people believe it is harmful to urinate in the sea? what do scientists have to say?
Concept cartoons
Structuring questions for a dilemma
Card games
Example activity: modelling
Example activity: risk and uncertainty
Life cycle analysis
Communicating findings to influential parties
Mapping the controversy
Controversy Line
Values clarification
Taking action
Autonomy: respect for individuals rights (weather human or non-human) to act and lives their own preferred ways
Fairness: to act in a just and fair manner
Well being: respect for the interest of the stakeholder involved and to do as little harm as possible to their interest