Science Teachers as Proponents of Socio-Scientific Inquiry-Based Learning: From Professional Development to Classroom Enactment

Part of the Contemporary Trends and Issues in Science Education book series (CTISE, volume 52)


Here we present an educational approach that integrates SSI with inquiry-based learning (SSIBL) as a practical and pragmatic approach to promote active citizenship in science education. A model for a teacher professional development course designed to familiarize teachers with SSIBL and to prepare them for implementing this approach in their classrooms is described in the light of two case studies of upper-secondary teachers from Israel who participated in the course. The two case studies point to an advance in both teachers’ practice as both of them incorporated new practices into their teaching. However, the course enabled the more ‘SSI experienced’ teacher to advance towards implementing SSIBL, while it enabled the ‘non-SSI experienced’ teacher to implement SSI, but not to implement SSIBL. In order for SSIBL to become a norm in science classrooms, it should first be legitimized by the school systems. For centralized educational systems, such as the one in Israel, a coherent and focused representation of SSIBL in the national curricula and matriculation exams and the availability of SSIBL focused teaching materials are key factors towards this legitimisation.


Socio-scientific issues (SSI) Inquiry based learning (IBL) Teachers professional development (TPD) Active citizenship Scientific literacy 


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© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Department of Science TeachingWeizmann Institute of ScienceRehovotIsrael

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