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Teachers' experience of inquiry into socioscientific issues in the Irish lower secondary science curriculum.

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Title: Teachers' experience of inquiry into socioscientific issues in the Irish lower secondary science curriculum.
Authors: Chadwick, Ruth1 ruth.chadwick3@mail.dcu.ie, McLoughlin, Eilish1, Finlayson, Odilla E.1,2
Source: Irish Educational Studies. Sep2023, Vol. 42 Issue 3, p315-337. 23p.
Subject Terms: *Teachers, *Secondary schools, *Science education, *Professional education, Science
Abstract: The Irish lower secondary science curriculum emphasises the development of scientific literacy through the use of inquiry teaching and learning approaches. The Science in Society Investigation assessment in this curriculum requires students to carry out inquiry into socioscientific issues (SSI). This research presents two case studies exploring how teachers used inquiry in the context of SSI for the development of students' skills and knowledge. There were differences in the pedagogical approach adopted by the two teachers, including the level and type of inquiry and the SSI context chosen. In Clover Field School, the teacher facilitated open, experimental and discussion-based inquiry. The students developed skills of experimentation, with little focus on scientific knowledge in SSI contexts. In Daisy Park School, the teacher facilitated guided, research and discussion-based inquiry, placing a central focus on authentic SSI contexts. Students developed skills relating to research and critical evaluation of scientific evidence and scientific knowledge was demonstrated while considering societal implications. The two different pedagogical approaches led to the development of a range of skills and knowledge. Open and guided inquiry pedagogical approaches, experimental, discussion and research-based inquiry, were shown to complement each other in achieving the outcomes of the Irish lower secondary science curriculum. [ABSTRACT FROM AUTHOR]
Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Teachers' experience of inquiry into socioscientific issues in the Irish lower secondary science curriculum.
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  Data: <searchLink fieldCode="AR" term="%22Chadwick%2C+Ruth%22">Chadwick, Ruth</searchLink><relatesTo>1</relatesTo><i> ruth.chadwick3@mail.dcu.ie</i><br /><searchLink fieldCode="AR" term="%22McLoughlin%2C+Eilish%22">McLoughlin, Eilish</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Finlayson%2C+Odilla+E%2E%22">Finlayson, Odilla E.</searchLink><relatesTo>1,2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Irish+Educational+Studies%22">Irish Educational Studies</searchLink>. Sep2023, Vol. 42 Issue 3, p315-337. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+schools%22">Secondary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br /><searchLink fieldCode="DE" term="%22Science%22">Science</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The Irish lower secondary science curriculum emphasises the development of scientific literacy through the use of inquiry teaching and learning approaches. The Science in Society Investigation assessment in this curriculum requires students to carry out inquiry into socioscientific issues (SSI). This research presents two case studies exploring how teachers used inquiry in the context of SSI for the development of students' skills and knowledge. There were differences in the pedagogical approach adopted by the two teachers, including the level and type of inquiry and the SSI context chosen. In Clover Field School, the teacher facilitated open, experimental and discussion-based inquiry. The students developed skills of experimentation, with little focus on scientific knowledge in SSI contexts. In Daisy Park School, the teacher facilitated guided, research and discussion-based inquiry, placing a central focus on authentic SSI contexts. Students developed skills relating to research and critical evaluation of scientific evidence and scientific knowledge was demonstrated while considering societal implications. The two different pedagogical approaches led to the development of a range of skills and knowledge. Open and guided inquiry pedagogical approaches, experimental, discussion and research-based inquiry, were shown to complement each other in achieving the outcomes of the Irish lower secondary science curriculum. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03323315.2021.1964565
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Secondary schools
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              M: 09
              Text: Sep2023
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