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

Autor/inn/en	Rauch, Franz; Radmann, Diana
Titel	How Socio-Scientific Inquiry Based Learning (SSIBL) promotes inquiry in climate issues - An example for enacting socio-scientific issues in science education.
Quelle	In: Action research and innovation in science education, 3 (2020) 2, S. 43-45Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2626-9902
Schlagwörter	Lehrer; Naturwissenschaftlicher Unterricht; Entdeckendes Lernen; Lehrer; Lehrerausbildung; Entdeckendes Lernen; Naturwissenschaftlicher Unterricht
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.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2021/1