Socio-Scientific Inquiry-Based Learning (SSIBL) serves as a pedagogy that fosters open schooling in science education. SSIBL was developed and tested in pre- and in-service TPD programmes for primary-, lower- and upper-secondary science education, in the FP7 PARRISE project. Through SSIBL, students can see and experience the links between science in, for and with society. This is achieved through the interrelation of three key pillars of the SSIBL framework: socio-scientific issues (SSI), inquiry-based learning (IBL), and citizenship education (CE), under the umbrella of RRI (Responsible Research and Innovation). Socio-Scientific Inquiry-Based Learning operationalises RRI in the context of science education. It is learning through asking authentic questions about controversial issues arising from the impacts of science and technology in society. These questions are open-ended, involve participation by concerned parties, and are aimed at solutions which help to enact change. An important end point of SSIBL is to promote action. SSIBL inquiries can be short term or long term. Short term inquiries can complete the outcomes in one or two lessons. SSIBL includes three stages:
The aim of CoP in COSMOS is to address Socio-Scientific Issues using different types of inquiry, that are consequential to all stakeholders in the community, thus fostering networking, sharing of expertise and knowledge, and establishing best practices among CoP partners, including small and large enterprises that share and exchange knowledge through SSIBL. The CoPs can be developed locally, but also nationally or even internationally (connecting groups from different places with a common interest on a specific SSI). In COSMOS, the CoP is limited in time for the duration of the SSIBL design and implementation. However, if interest exists, the CoP can be prolonged in time, resulting in a sustainable process.
