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

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.

Keywords:

• inquiry
• socioscientific issues
• junior cycle
• science
• assessment

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Ruth Chadwick

Ruth Chadwick is a post-doctoral researcher in Initial Teacher Education with the Centre for the Advancement of STEM Teaching and Learning (CASTeL) and the School of Physical Sciences in Dublin City University. Her research interests include learning and teaching methodologies for science education, and curricular policy development. She completed her undergraduate degree in Zoology from Edinburgh University and obtained a PGCE in secondary education in science and biology from Aberdeen University. She then worked for five years as a secondary school teacher in Scotland, during the introduction of the Curriculum for Excellence, which sparked her interest in curricula reform. She completed a Ph.D. in 2018 with a thesis entitled “Development and Assessment of Scientific Literacy for Secondary Level Science Education”.

Eilish McLoughlin

Eilish McLoughlin is an Associate Professor in the School of Physical Sciences and Director of the Research Centre for the Advancement of STEM Teaching and Learning (CASTeL) at Dublin City University. Her interests focus on physics and science education research at all levels of education, from primary to Ph.D level. She has led and collaborated in a wide range of research projects at european, national and local level that examine the development of teacher education, curriculum and assessment strategies that adopt integrated STEM and inquiry approaches.

Odilla E. Finlayson

Odilla E. Finlayson is Emeritus Professor of Science Education in the School of Chemical Sciences, Dublin City University (DCU). She is a founding member of CASTeL (Centre for the Advancement of STEM Teaching and Learning) at DCU and has played an active role in its management and development. Her research interests are focussed on sustaining science across transitions and in particular the development of appropriate science (chemistry) curricula and assessment.