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

Author

Listed:
  • Marta R. Ariza

    (Department of Didactics of Sciences, University of Jaén, 23071 Jaén, Spain)

  • Andri Christodoulou

    (Southampton Education School, University of Southampton, Southampton SO17 1BJ, UK)

  • Michiel van Harskamp

    (Freudenthal Institute, Utrecht University, 3584 CC Utrecht, The Netherlands)

  • Marie-Christine P. J. Knippels

    (Freudenthal Institute, Utrecht University, 3584 CC Utrecht, The Netherlands)

  • Eleni A. Kyza

    (Media, Cognition and Learning Research Group, Department of Communication and Internet Studies, Cyprus University of Technology, Limassol 3603, Cyprus)

  • Ralph Levinson

    (Institute of Education, University College London, London WC1H 0AL, UK)

  • Andria Agesilaou

    (Media, Cognition and Learning Research Group, Department of Communication and Internet Studies, Cyprus University of Technology, Limassol 3603, Cyprus)

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.

Suggested Citation

  • Marta R. Ariza & Andri Christodoulou & Michiel van Harskamp & Marie-Christine P. J. Knippels & Eleni A. Kyza & Ralph Levinson & Andria Agesilaou, 2021. "Socio-Scientific Inquiry-Based Learning as a Means toward Environmental Citizenship," Sustainability, MDPI, vol. 13(20), pages 1-22, October.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:20:p:11509-:d:659040
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    References listed on IDEAS

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    1. Yiannis Georgiou & Andreas Ch. Hadjichambis & Demetra Hadjichambi, 2021. "Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature," Sustainability, MDPI, vol. 13(5), pages 1-29, March.
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    Cited by:

    1. Barbara Predan & Petra Černe Oven, 2023. "Developing a Pedagogical Approach with the Aim of Empowering Educators and Students to Address Emerging Global Issues such as Climate Change and Social Justice: A Case Study," Sustainability, MDPI, vol. 15(24), pages 1-22, December.

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