3.3 The Socio-Scientific Inquiry-Based Learning (SSIBL) Approach

3.3 The Socio-Scientific Inquiry-Based Learning (SSIBL) Approach

3.3.1. Definition, purpose, and perceived/detected potentialities

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:

  • Students and science teachers will raise specific investigative questions connected to real-life, which require the involvement of multiple stakeholders identified (ASK),
  • all stakeholders involved will collaboratively support students in conducting personally relevant inquiries (FIND OUT),
  • students, and stakeholders (e.g. families, scientists, companies, science centres), will substantiate their science knowledge and learn how it can be applied within their communities. As a result, they develop decision-making skills and formulate modes of action (e.g. campaigning for climate action, writing to their local authorities) that empower them to contribute responsibly in their communities (ACT).

The activities developed within COSMOS project demonstrated several potentialities of the SSIBL approach:

  • Enhanced Student Engagement and Agency – The SSIBL framework empowers students to become active participants in scientific inquiry by investigating SSIs that affect their immediate environment. By emphasizing real-world issues, SSIBL increases relevance, making science education more engaging. This relevance encourages students to develop critical thinking and problem-solving skills and nurtures a sense of agency, as students perceive themselves as contributors to their community's well-being.
  • Development of Global Competencies and Responsible Citizenship – SSIBL promotes scientific literacy and global citizenship by addressing themes like climate change, public health, and sustainable development. Students learn to critically analyse information, formulate questions, and conduct investigations within their local communities, aligning with global competencies such as collaboration, ethical reasoning, and social responsibility. This approach also allows students to confront complex ethical and societal questions, enhancing their readiness to participate in informed civic life.
  • Building Collaborative Learning Communities – The SSIBL model leverages CoPs, where teachers, students, parents, and local experts collaboratively design and implement learning units. These partnerships provide rich, diverse perspectives on SSIs and support an interdisciplinary approach that extends beyond traditional science classrooms. CoPs also foster professional development among teachers, supporting them as facilitators and reflective practitioners within the framework of open schooling.
  • Teacher Empowerment and Professional Development – The SSIBL framework includes a structured process for teacher professional development (TPD), equipping teachers with the skills needed to implement inquiry-based learning and open schooling effectively. Teachers gain hands-on experience in creating SSIBL units, reflecting on their practices, and adapting their instruction to meet diverse educational contexts. This empowerment of educators as "agents of change" is vital for sustainable pedagogical innovation.
  • Adaptability Across Diverse Educational Contexts – One of the strengths of SSIBL is its flexibility, allowing for contextual adaptation across different schools and cultures. Implementation reports reveal that SSIBL has been adapted to various community issues, educational priorities, and resources, with different countries focusing on region-specific SSIs. This adaptability not only underscores the robustness of SSIBL but also affirms its potential to be an inclusive approach that resonates with varied cultural and institutional contexts.

3.3.2. Different examples of SSIBL questions and environments

Socio-Scientific Inquiry-Based Learning (SSIBL) fosters critical thinking and problem-solving by encouraging students to explore real-world questions that integrate science, social issues, and civic engagement. SSIBL environments are designed to provide authentic contexts where students can investigate complex, often controversial issues, and engage in informed discussions, reflecting on both scientific understanding and social implications.

This guide presents a variety of SSIBL examples from different contexts and countries, highlighting how diverse questions and learning environments foster student-centred investigations and actions:

  • Is GMO good or bad? (Sweden): Students explored this question through art and science activities at a museum and school, showing the interdisciplinary nature of SSIBL.
  • How can we live sustainably in a planet that shakes? (Portugal): Addressing earthquake readiness and its social implications through inquiry and activism.
  • How can we promote healthy lifestyles in our community? (Israel): Focused on diet, exercise, and well-being and incorporating science education and community well-being.
  • What are the effects of e-bikes racing through parks? (Belgium): Investigating the social and environmental impact.
  • How can we reduce homelessness in our community? (Belgium): Students developed solutions through research and community engagement, integrating social and scientific inquiry.
  • How does particulate matter affect our health and environment? (Netherlands): Engaging in citizen science to gather data.
  • What should we do about waste management at our school? (United Kingdom): Students identified solutions for their school waste management.
  • Should fossil-fuel-powered vehicles be restricted in the city to improve air quality? (Belgium): Students explored air quality by measuring particulate matter levels using sensors around the city. This inquiry was supported by environmental experts who helped students analyze data. The project promoted awareness of air pollution’s health impacts and led to student-generated proposals for reducing city traffic emissions.
  • Is artificial intelligence beneficial or harmful to society? (Sweden): Students examined AI by exploring technologies such as virtual assistants, self-driving cars, and recommendation algorithms. They discussed the ethical implications of AI in society and reflected on its influence on daily life through debates, fostering critical engagement with technology.
  • How will the construction of a new roadway impact local wildlife and human communities? (Israel): Students conducted ecological and environmental investigations on a proposed roadway's impacts. They conducted field trips to nearby forests, studied local species, and interviewed environmental professionals. These activities provided insight into ecosystem disruptions and pollution impacts, promoting critical thinking on sustainable urban planning.
  • What do buildings of a sustainable future look like? (Portugal): Students investigated sustainable architecture through several activities. Older students researched energy-efficient materials and water conservation methods, and they shared their findings with younger students, fostering cross-age learning. The project concluded with students constructing model buildings featuring green roofs and solar panels.

3.3.3. Different examples of integrating social and scientific inquiry in the exploration of open-ended questions

Integrating social and scientific inquiry into the exploration of open-ended questions enables students to address complex, real-world issues that intersect science, society, and environment. By engaging with these multifaceted topics, students learn to gather and analyse data, develop solutions to societal challenges, and advocate for positive change. This approach not only enhances their scientific literacy but also fosters civic engagement and critical thinking. This guide provides a variety of examples that demonstrate how integrating social and scientific inquiry can deepen understanding and inspire action:

  • Impact of Urban Development on Biodiversity and Community Well-being
    • Question: "How will the construction of a new roadway impact the local ecosystem and community life?"
    • Social Inquiry: Students conducted surveys and interviews with residents to understand public concerns, including noise pollution and traffic. They collaborated with environmental professionals and local municipality representatives, which enriched their inquiry by incorporating diverse perspectives and authentic social data.
    • Scientific Inquiry: Field trips to the forest where construction would occur allowed students to gather data on the local microclimate and species diversity. Using sensors and data analysis, they measured pollution levels and observed the ecological impact, fostering a scientific understanding of environmental changes​.
  • Exploring Urban Pigeon Populations and Human-Wildlife Interaction
    • Question: "What role do pigeons play in urban environments, and how do different stakeholders perceive their presence?"
    • Social Inquiry: In the Netherlands, students interviewed local residents, tourists, and business owners to gather diverse opinions on urban wildlife, specifically pigeons. This interaction helped students understand varying viewpoints on urban animals, contributing to a holistic understanding of human-wildlife relations​.
    • Scientific Inquiry: Students conducted a citizen science project in partnership with a university, gathering data on pigeon population distributions in urban areas. This scientific inquiry supported the exploration of ecological impacts, allowing students to relate quantitative data with qualitative insights from the community​.
  • Health Implications of Urban Air Pollution
    • Question: "How does air quality affect public health in our city, and should policies limit fossil-fuel-based transportation?"
    • Social Inquiry: Students discussed health concerns with local healthcare professionals, gaining insights into the social and economic implications of air pollution on community health. By engaging with diverse perspectives, students learned about the social responsibility of environmental health interventions​.
    • Scientific Inquiry: Using air quality sensors, students measured particulate matter across different city locations. Data collection and analysis provided a scientific foundation to inform public health advocacy, bridging empirical evidence with community perspectives on air quality policies​.
  • Ethical Considerations and Social Impact of Artificial Intelligence (AI)
    • Question: "Is AI beneficial or harmful to society, and what ethical considerations should guide its development?"
    • Social Inquiry: Students explored societal views on AI by interviewing stakeholders, including educators, local technology experts, and community members. This social perspective introduced students to ethical concerns about privacy, employment, and the future of AI​.
    • Scientific Inquiry: Through a series of activities, students investigated the technical foundations of AI, including machine learning algorithms and data usage, providing them with a balanced view of both scientific innovations and societal impacts​.
  • Sustainable Waste Management in Schools and Communities
    • Question: "How can schools contribute to sustainable waste management practices?"
    • Social Inquiry: Students collaborated with waste management experts and surveyed school staff and families to assess attitudes toward recycling and sustainability. This interaction highlighted social motivations and barriers to waste management practices within their community​.
    • Scientific Inquiry: Students analyzed school waste production by categorizing waste types and studying recycling options. This inquiry was both hands-on and data-driven, promoting environmental awareness through direct community action​​.

3.3.4. Different examples of solutions formulated to enact change or to go into action

Enacting change through practical solutions allows students and communities to transform ideas into tangible actions that make a positive impact. These examples illustrate how open-ended inquiries and socio-scientific questions can lead to the development of projects and initiatives that promote sustainability, health, social awareness, and technological literacy. By applying interdisciplinary approaches, these solutions encourage hands-on learning, foster community involvement, and provide opportunities for students to develop problem-solving skills that address real-world challenges:

  • School Biodiversity Enhancement in the UK – In a project focusing on local biodiversity, students worked with parents, teachers, and local wildlife organizations to create action plans for enhancing their school grounds. Activities included planting pollinator-friendly plants and constructing hedgehog habitats. To sustain their efforts, students wrote letters to the city council, advocating for broader community support for biodiversity initiatives in local schools​.
  • Sustainable School Design in Portugal – The project involved both primary and secondary school students collaborating to envision "The School of the Future." Secondary students created digital models with sustainable features like photovoltaic panels for energy, green roofs, and improved temperature regulation and water management systems, while primary school students constructed physical models. The solutions were presented to local authorities and the school’s administrative board, resulting in actions such as tree planting around school grounds, installing plant beds to improve green spaces and enhanced water drainage system.
  • Di​etary Changes and Sustainable Nutrition in Israel – In an effort to promote sustainable dietary habits, students explored food waste reduction and healthy eating practices. They developed educational games and created holiday gift packages from reusable materials, which they distributed within the school community. This project extended to students’ families, where students led initiatives to incorporate sustainable dietary changes at home, thereby broadening the impact beyond the classroom.
  • Architecture and Environmental Awareness in the Netherlands: Students studied sustainable construction materials, energy conservation, and architectural design. They shared their insights through presentations and developed educational materials for younger students, fostering a school-wide awareness of sustainable development. This project underscored practical implementations in everyday school structures, emphasizing the importance of environmentally responsible construction practice.
  • ​Food Waste Management and Community Awareness in Belgium – To address food waste, students partnered with local organizations and community leaders to create a food recycling initiative. They raised awareness in the school community, which included setting up designated bins for food separation and promoting responsible consumption through posters and workshops. This community-based solution encouraged long-term waste reduction habits among students and staff.
  • Clothing Waste Reduction through School Uniform Recycling in the UK – To address clothing waste, students suggested creating a second-hand uniform shop, modeled after platforms like Vinted, where parents and students could trade gently used uniforms. This solution not only reduced waste but also promoted inclusivity by providing affordable options for students from all economic backgrounds. The proposal fostered open dialogue within the school, addressing concerns around stigma and encouraging community-driven solutions.
  • School Biodiversity and Green Spaces in Portugal – Students identified issues related to green spaces and environmental sustainability within their school. They proposed the planting of trees, installation of photovoltaic panels, and improvements to water drainage systems to foster a more sustainable environment. These solutions were formalized in detailed cost and action plans, presented to the School's Directive Board and local government. With support from the City Hall, several trees and plants were installed around the school, and organic composters were provided to both the school and local community​
  • Public Demonstration and Petition Against Urban Development in Israel – Faced with a planned roadway construction impacting local ecosystems, students and their families conducted social and scientific inquiries into the project’s potential environmental consequences. To advocate for change, they organized a public demonstration, circulated a petition, and met with local officials to discuss alternatives. This project exemplified active civic engagement, with students taking ownership of local environmental advocacy.

3.3.5. How to overcome possible difficulties during SSIBL implementation

Implementing Socio-Scientific Inquiry-Based Learning (SSIBL) can present challenges, from resource limitations to issues of time, engagement, and curriculum alignment. However, with thoughtful strategies and a proactive approach, these difficulties can be effectively managed to foster meaningful learning experiences. This guide offers practical solutions to overcome potential obstacles during SSIBL implementation, ensuring that projects remain engaging, relevant, and impactful.

  • Teachers’ Time Constraints and Workload – Teachers often struggle to find sufficient time to implement the SSIBL stages, especially the ACT phase, due to tight schedules and heavy workloads. Starting SSIBL activities earlier in the school year can allow for gradual progression through each phase. Additionally, embedding SSIBL within the existing curriculum—as opposed to treating it as an add-on—helps teachers integrate it seamlessly into their lesson plans, reducing the need for extra preparation time.
  • Students’ Time Constraints – Adopt flexible scheduling practices to allow students dedicated time for project work without compromising traditional academic responsibilities. Advise on simplifying the scope of projects to ensure they are manageable and achievable within set timeframes. Tackle scheduling conflicts by integrating SSIBL projects into the regular curriculum where possible. Manage large project scopes by breaking them down into manageable phases. Monitor the workload and stress levels associated with SSIBL projects, ensuring they contribute positively to student well-being.
  • L​ack of Teacher Training and Confidence in SSIBL – Many teachers feel unprepared to facilitate open-ended inquiries and community-oriented actions due to limited professional development focused on SSIBL methods. Providing ongoing professional development (TPD) specific to SSIBL equips teachers with necessary skills and confidence. For example, training sessions can cover how to co-design SSIBL projects with students and external stakeholders, boosting teachers' readiness for implementing inquiry-based projects and community collaborations.
  • Establishing and Sustaining Community Partnerships – Building and maintaining partnerships with community organizations for SSIBL projects is challenging, often due to limited mutual interest or logistical constraints. Early networking and clearly communicating the potential benefits of collaboration (such as shared goals in addressing local socio-scientific issues) can help establish lasting partnerships. Identifying and focusing on stakeholders whose missions align with the project theme, such as local environmental groups for a biodiversity project, can foster more engaged partnerships. Encourage parental involvement in projects through workshops or as project contributors to strengthen community ties. Organize panels with community experts in various fields to offer insights and advice on student projects. Use public showcases and local media to highlight SSIBL projects and achievements, increasing community interest and potential support.
  • Lack of School Support – Inconsistent involvement from school leadership can limit the reach and sustainability of SSIBL implementations. Schools with strong leadership support for SSIBL often see greater integration and lasting impact. Engaging school leaders early in the SSIBL planning process, perhaps by involving them in the selection of socio-scientific issues, can build support. Encouraging leaders to attend SSIBL events and showcase student achievements reinforces their investment in the program.
  • Schools Rigid Curriculum Structure or Organizational Culture – Some schools may have a rigid curriculum structure or organizational culture that resists change, making it difficult to implement the more flexible, inquiry-based SSIBL approach. Demonstrating how SSIBL aligns with existing educational goals, such as developing critical thinking or social responsibility, can help secure buy-in. Where resistance is high, small-scale pilots can introduce SSIBL elements, showing teachers and administrators the approach's benefits without overwhelming existing structures. Work within and across curricular boundaries to find spaces for SSIBL projects. Use thematic units that integrate SSIBL with core curriculum areas – ensuring it aligns with educational objectives and leverages students' interests – to enhance relevance and application. Work towards integrating SSIBL projects flexibly within the curriculum, allowing for deep exploration without compromising core content coverage. Work with CoP members to develop curricular units that incorporate SSIBL stages and align with community needs. Embedding SSIBL within the curriculum reduces the perception of it as an “add-on” and supports seamless integration.
  • Students’ Engagement Challenges – Use real-world issues that are relevant to students' lives and local context to spark interest and commitment. Mitigate engagement challenges by connecting projects to students’ interests and future aspirations. Tailor projects to match community needs. Placing students at the centre of the SSIBL process, allowing them to drive the inquiry and action phases, can enhance engagement. Recognize and celebrate the learning journeys and personal growth of students through SSIBL projects, beyond just project outcomes.
  • Lack of Students’ Autonomy – While SSIBL emphasizes student autonomy and inquiry, some students may struggle with the open-ended nature of socio-scientific issues, which can hinder engagement. Providing structured guidance within each phase of SSIBL, such as using controversy maps or visual guides for the ASK phase, helps students navigate complex issues. Moreover, integrating hands-on activities or real-world problem-solving within the FIND OUT and ACT stages can make the inquiries more relatable and engaging.
  • Resource Constraints – Leverage community resources and digital tools to extend learning beyond the classroom. Develop a network of resources including local experts, community organizations, and online platforms to support diverse SSIBL projects. Conduct community mapping exercises to identify potential project topics, partners, and resources.