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1PARRISE (grant agreement 612438) is funded by the European Commission.
PARRISE: Promoting Attainment of Responsible Research and Innovation in Science Education
Integrating society in science education
Ralph Levinson (Institute of Education University of London)
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Challenges of SSIBL
• How can scientific principles be operationalised in socio-political and ethical contexts?
• How can the uncertainty associated with contemporary science and technology best be taught?
• On what grounds do experts disagree and how do we know how to trust their judgments?
• How do you learn to distinguish between scientific, social and ethical propositions?
• How can democratic participation, decision-making and action best be facilitated in formal and informal educational settings?
• What does socio-scientific inquiry-based learning (SSIBL) look like?
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Essential features
• ‘Wicked’ problems• Non-trivial outcomes• Authenticity (social and personal)• Participative• Stems from students’ interest and concerns• Triggering mechanisms• Informal/formal processes• Scientific knowledge (sometimes contested)• Diverse methodologies for collecting and analysing data• Scaffolded• Communities of inquiry for professional development
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Making edible playdough for
a party in a homeless shelter
Cleaning up a local river bank through
a multi-agency approach
Modeling and making the school animal
house
Removing the school’s sugary drink
dispenser
Inquiry with scientists into
patterns of diabetes among
Bangladeshi community of east
London
Research into crumple zones before
lessons on forces
A lesson on alumninium
manufacture leads to a survey on how
aluminium is used to wrap sweets
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Example model of SSIBL
Components of inquiry,
e.g. planning, collecting data
Social justice
Knowledges
Nature of Science
Pedagogy
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Assessment
Received Applied Reconstructed and contextualised
Knowledge
Structured/dependent Guided Independent
Skills
Implicit Emergent Explicit and justified
Values
Organised for explicit practice Self-organised Autonomous, communal
Dispositions
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Towards teacher professional development
Skill Professional Development Activity
Indicator of competence
Scaffolding inquiry Preparation of resources at different levels
Builds on prior and relevant knowledge
Mapping the controversy Local/global Identifies stakeholders
Authenticity Canvassing ideas/triggers Reflects enthusiasm an durability
Use of Multimedia Sharing networks Responsivity to requests for information
Assessment Reflective assessment Reflects ongoing learning
Promoting participation Teacher as facilitator Criticality of group discussion
Curriculum Mapping Integrating within curriculum
Nature of Science Discussion of research in media Helps students to understand uncertainty
Communication Argumentation Buttressing reasoned arguments
Action Reflecting on possible actions Supports students in taking and evaluating actions
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Contact:www.parrise.eu
Thank you
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12PARRISE (grant agreement 612438) is funded by the European Commission.
13PARRISE (grant agreement 612438) is funded by the European Commission.
14PARRISE (grant agreement 612438) is funded by the European Commission.
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