SSIBL

Course goals

After this course you are able to:

• Describe the SSIBL-approach;
• Developed SSIBL-based (lesson) materials;
• Evaluate existing SSIBL-based (lesson) materials on their SSIBL-aspects and make suggestions for redesign.

Content

The life sciences are advancing at breakneck speed and rapidly yielding new insights and innovations. These innovations often enhance our well-being, but they also give rise to new personal and societal dilemmas that we face in our daily lives. How do we address climate change? Do I want to undergo genetic testing for hereditary breast cancer? Can someone with a heart defect still participate in elite sports? Are nanomaterials really safe?
 
The new exam curricula explicitly focus on evaluating and forming judgments about new technological applications. In doing so, students must learn to distinguish between scientific arguments, normative social considerations, and personal opinions. But how do you initiate a meaningful discussion with students about such social issues? And how do you ensure that you also keep a close eye on subject-specific learning in these discussions?
 
This course explores a pedagogical approach that can help you achieve these goals. Socio-Scientific Inquiry-Based Learning (SSIBL) was developed under the leadership of the Freudenthal Institute in collaboration with 17 partners from across Europe as part of an EU project, PARRISE. For more information, visit www.parrise.eu.