Research article

Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science

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Abstract

Socio-scientific inquiry-based learning (SSIBL) incorporates the European Commission's approach to Responsible Research and Innovation (RRI). These relationships are elaborated into a pedagogic model encouraging young people to ask real-world questions that interest them, collect evidence to answer the questions and, as a result, to take personal action on their findings. After depicting a pedagogic model for SSIBL, we identify the opportunities for pre-service science teachers (PSTs) adopting a SSIBL approach. We detail SSIBL activity designs that aim to engage students in learning about the 2030 Sustainable Development Goals. The findings show the prerequisite of using the science curriculum to facilitate SSIBL within the Sustainable Development Goals (SDGs). We suggest a SSIBL approach would benefit from co-designed frameworks involving the collaboration of cross-disciplinary groups of teachers, through reflection and enactment on previous SSIBL activities. SSIBL enables practitioners to establish engaging contexts for science knowledge development, as well as to become more informed citizens.

Keywords: INQUIRY LEARNING, PEDAGOGY, SCIENCE, SOCIETY, ACTIVISM

How to Cite:

(2019) “Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science”, International Journal of Development Education and Global Learning 11(1), 29–49. doi: https://doi.org/10.18546/IJDEGL.11.1.03