Socio-Scientific Inquiry-Based Learning as a Means toward Environmental Citizenship

Abstract

This paper draws on the meta-theory of Critical Realism providing a theoretical basis for the pedagogical approach of Socio-Scientific Inquiry-Based Learning (SSIBL) in supporting Education for Environmental Citizenship (EEC). We argue that while there are different configurations of EEC, inducting citizens in decision-making needs satisfies the following criteria: (a) relevant transdisciplinary knowledge, (b) a values orientation toward both the complexity of, and the necessity for, a sustainable world and (c) a confidence for, and commitment to, socio-political action at individual and collective levels. In order to provide a rich perspective about how SSIBL has been operationalized in various national contexts through specific teacher professional development, we present four cases purposefully selected as exemplars from different European countries (the Netherlands, Spain, the UK and Cyprus). The four cases provide powerful scenarios to discuss different ways in which the SSIBL approach can be implemented in teacher education to meet the criteria identified and, thus, promote informed and responsible action in relation to socio-environmental issues. The whole picture shows a consistent theoretical foundation and interesting opportunities for teacher education, as a relevant strategy to prepare teachers in taking risks and integrating SSIBL within school curricula to foster environmental citizenship.

ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik

“…Some examples are ideas regarding youth activism (Reis, 2020) and different approaches and teaching models in "the pedagogical landscape of Education for Environmental Citizenship" (Hadjichambis et al, 2020). One of these is socio-scientific inquiry-based learning (SSIBL) (Levinson and PARRISE Consortium, 2017;Ariza et al, 2021). Generally, it is important to work with what can be called controversial socio-chemical issues (type of socio-scientific issues, SSI) (for references about SSI in a broad sense see, e.g., Sadler, 2009;Hand and Levinson, 2012;Bencze et al, 2020) in chemistry teaching.…”

Kajian Literatur Sistematis: Integrasi Model Inkuiri Berbasis Socioscientific Issues pada Pembelajaran IPA

“…Dari 10 artikel tersebut, menunjukkan bahwa penggunaan model Inkuiri berbasis Socioscientific Issues pada pembelajaran IPA dapat meningkatkan kebiasaan berpikir ilmiah dan literasi sains siswa (Wiyarsi et al, 2021), pemahaman konseptual (Hadjichambis et al, 2018), motivasi belajar (Yuliastini et al, 2018), kewarganegaraan berwawasan lingkungan (Ariza et al, 2021), keterampilan dan pengetahuan pedagogi (Chadwick et al, 2021), argumentasi (Astarina et al, 2019;Setyaningsih et al, 2019), keterampilan berpikir kritis (Mahanani et al, 2019), penjelasan ilmiah (Aldresti et al, 2018;Mahanani et al, 2019), minat dan prestasi belajar (Lestari et al, 2021). Keterampilan argumentasi dan penjelasan ilmiah paling banyak menunjukkan pengaruh positif model Inkuiri berbasis SSI.…”

“…Pembelajaran POGIL berkonteks SSI paling efektif untuk meningkatkan motivasi belajar dibandingkan pembelajaran POGIL dan konvensional (Ariza et al, 2021)…”

“…Sedangkan penelitian studi kasus digunakan untuk mengeksplorasi fenomena dalam konteks kehidupan nyata yang spesifik dan fleksibel. Seperti pada penelitian Chadwick et al (2021) yang bertujuan untuk melaporkan pengamatan dari dua studi kasus yang akan menginformasikan praktik kelas dalam kaitannya dengan penggunaan inkuiri ke dalam SSI dan penelitian Ariza et al (2021) yang memberikan perspektif tentang bagaimana pembelajaran Inkuiri berbasis SSI dioperasionalkan dalam berbagai konteks nasional melalui pengembangan profesional guru tertentu di berbagai negara di Eropa, yaitu Belanda, Spanyol, Britania Raya, dan Siprus. Pemilihan topik harus memiliki kontroversi yang menimbulkan dampak sosial.…”

“…Penelitian dengan subjek guru prajabatan dipersiapkan untuk dapat mengambil resiko dan mengintegrasikan pembelajaran Inkuiri berbasis SSI dalam kurikulum sekolah untuk menumbuhkan kewarganegaraan yang berwawasan lingkungan (Ariza et al, 2021). Penggunaan Inkuiri dalam pembelajaran SSI disesuaikan dengan kesepakatan guru dengan peserta didik.…”