School science review · 2018 · 12 citations · 0 references
EducationScience EducationTeacher EducationPedagogyScience Teacher EducationSocioscientific Issues In Science EducationCivic EducationInquiry-based CurriculumInquiry-based LearningReflective PracticeScientific InquiryScientific KnowledgeIn-service Science Teacher Professional DevelopmentInquiry In Science EducationInquiry Lesson DesignInquiry TeachingInquiry-based Science InstructionInquiry-based Science LearningPre-service Science Teacher EducationSocio-scientific Reasoning
We present a sequence of professional development sessions to support science teachers in designing socio-scientific inquiry-based learning (SSIBL) lessons to foster democratic citizenship. We focus on seven stages for enacting SSIBL: (1) introducing a dilemma; (2) initial opinion-forming; (3) creating a ‘need to know’; (4) inquiry; (5) dialogue; (6) decision-making; and (7) reflection. These stages were practised by pre-service science teachers (n=79) in designing SSIBL lessons (n=30). Activities trialled in the sessions as well as the challenges and opportunities identified by the preservice teachers will be discussed.