3.4 How to Integrate SSIBL and CoP through the Three Stages (ASK, FIND OUT, ACT)

Integrating SSIBL and CoP requires a dynamic, collaborative approach that leverages the strengths of the school, its students, and the broader community. In all stages, the integration of SSIBL and CoP can transform learning into a dynamic, community-engaged process that not only enhances educational outcomes but also fosters a sense of agency and responsibility among students. By drawing on the strengths and resources of the CoP, schools can provide enriched, real-world learning experiences that prepare students for the complexities of modern societal challenges. Here are some examples of integration SSIBL and CoP:

• ASK Stage: Formulating the Socio-Scientific Issue (SSI) and Engaging CoP Members – The ASK stage involves identifying a relevant SSI and formulating questions that engage students and the CoP. This stage is essential for setting the inquiry's direction and grounding it in real-world relevance. The CoP can contribute to this stage by selecting topics that resonate with both local community concerns and curriculum goals. In one implementation, teachers and CoP members, including local scientists and parents, collaboratively identified the theme of biodiversity loss linked to a school pond. This SSI was introduced through a letter from the headteacher to students, fostering engagement by presenting the SSI as a community concern​. Facilitators should ensure that CoP members have opportunities to contribute early in this stage. Providing platforms for brainstorming sessions or community consultations can enhance the relevance and support for SSIBL projects​.
• FIND OUT Stage: Collaborative Inquiry and Research with CoP Support – In the FIND OUT phase, students investigate the formulated questions through research and data collection, with CoP members often playing critical roles in guiding the research or providing resources. During this stage, CoP members can offer expertise or resources that expand students’ research capabilities. For example, students examining air quality in Belgium collaborated with environmental experts from the CoP, who provided them with air monitoring equipment and helped analyze pollution data. Such partnerships enrich the inquiry by offering technical support and insights beyond classroom knowledge.
  To maximize CoP involvement, schools should identify specific skills or resources each CoP member can contribute, such as data analysis tools or environmental expertise. Regular updates and communication with CoP members ensure they stay informed and ready to assist as students progress through the inquiry.
• ACT Stage: Implementing Solutions with CoP Collaboration – The ACT phase is where students apply their findings to take socially responsible action. This stage benefits greatly from CoP involvement, as members can facilitate real-world applications of students’ solutions. CoP members can help bring student-led initiatives to life. In Portugal, students proposed sustainable school features, such as green roofs and shaded areas, which were implemented with support from local government and CoP partners. Involving CoP members in this final stage provides students with a platform to enact meaningful change, reinforcing the relevance of their inquiry.
  Schools should formalize commitments from CoP members during the planning phase to support the ACT stage, ensuring resources, guidance, and access to community platforms are available when students are ready to act. This can be facilitated through community presentations, where students share their findings and proposed actions, promoting accountability and visibility within the CoP.