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14.2.5 Socio-Scientific Inquiry-Based Learning
The Socio-Scientific Inquiry-Based Learning (SSIBL) approach is another pedagogy that can foster democratic citizenship in general and Environmental Citizenship
in specific, in-formal and non-formal settings (Amos et al. in press; Knippels and
van Harskamp 2018; Levinson 2018; Levinson et al. 2017). The core of the approach
is ‘inquiry’ into personal, social, global and scientific aspects of a controversial
issue, such as environmental issues. The SSIBL approach draws together three
interacting pillars – Inquiry Based Science Education, Socio-Scientific Issues and
Citizenship Education – within the umbrella of Responsible Research and
Innovation. The latter aims at bringing together various stakeholders (e.g.: consumers, interest groups, scientists, policy-makers, businesses) to produce realistic, balanced, just, and ethically-based outcomes to the innovation process covering the
entire Research and Design process from its inception to distribution of social
goods. SSIBL operationalised this aim broadly within school education, and more
specifically within science education.
The SSIBL approach is based on learning through asking authentic questions
about controversial issues arising from the impacts of science and technology in
society. These questions are open-ended, they involve participation by concerned
parties, and are aimed at solutions that help to enact change. The SSIBL approach
consists of three key elements:
• Raising authentic questions about controversial issues arising from the impact of
science and technology in society [Ask].
• Integrating social and scientific inquiry to explore these open-ended questions
[Find out].
• Formulating solutions which help to enact change [Act].
This approach aims to: (1) encourage young people to participate in research and
innovation issues that are influenced by science and technology; (2) promote interest in STEM; and (3) support young people in acting as knowledgeable social agents
through inquiry.
14.3 Examples of Secondary Non-formal Settings
and Programmes Suitable for Promoting Education
for Environmental Citizenship
The following examples illustrate some non-formal settings and programmes that
could promote Education for Environmental Citizenship. These case studies implement the pedagogies previously described (see sect. 14.2). It is important to clarify
that most of them are based on the philosophy of Education for Sustainability, however, many have characteristics of Education for Environmental Citizenship.
D. Paraskeva-Hadjichambi et al.
14.2.5 Socio-Scientific Inquiry-Based Learning
The Socio-Scientific Inquiry-Based Learning (SSIBL) approach is another pedagogy that can foster democratic citizenship in general and Environmental Citizenship
in specific, in-formal and non-formal settings (Amos et al. in press; Knippels and
van Harskamp 2018; Levinson 2018; Levinson et al. 2017). The core of the approach
is ‘inquiry’ into personal, social, global and scientific aspects of a controversial
issue, such as environmental issues. The SSIBL approach draws together three
interacting pillars – Inquiry Based Science Education, Socio-Scientific Issues and
Citizenship Education – within the umbrella of Responsible Research and
Innovation. The latter aims at bringing together various stakeholders (e.g.: consumers, interest groups, scientists, policy-makers, businesses) to produce realistic, balanced, just, and ethically-based outcomes to the innovation process covering the
entire Research and Design process from its inception to distribution of social
goods. SSIBL operationalised this aim broadly within school education, and more
specifically within science education.
The SSIBL approach is based on learning through asking authentic questions
about controversial issues arising from the impacts of science and technology in
society. These questions are open-ended, they involve participation by concerned
parties, and are aimed at solutions that help to enact change. The SSIBL approach
consists of three key elements:
• Raising authentic questions about controversial issues arising from the impact of
science and technology in society [Ask].
• Integrating social and scientific inquiry to explore these open-ended questions
[Find out].
• Formulating solutions which help to enact change [Act].
This approach aims to: (1) encourage young people to participate in research and
innovation issues that are influenced by science and technology; (2) promote interest in STEM; and (3) support young people in acting as knowledgeable social agents
through inquiry.
14.3 Examples of Secondary Non-formal Settings
and Programmes Suitable for Promoting Education
for Environmental Citizenship
The following examples illustrate some non-formal settings and programmes that
could promote Education for Environmental Citizenship. These case studies implement the pedagogies previously described (see sect. 14.2). It is important to clarify
that most of them are based on the philosophy of Education for Sustainability, however, many have characteristics of Education for Environmental Citizenship.
D. Paraskeva-Hadjichambi et al.