Abstract
Climate change is one of the major challenges facing society today and more effective education is needed on this topic. This study analysed the effects of an inquiry-based science activity about climate change effects in ocean ecosystems, done in a research laboratory and in the classroom, on primary students’ knowledge, investigation skills and satisfaction. Data were collected through the application of pretests and posttests, direct observation, questionnaires, interviews and document analysis. Results revealed an increase in students’ scientific knowledge and application to new situations. Regarding investigation skills, all students were able to make predictions, and to easily observe and register data. However, experimental planning and conclusions were more difficult for them. Students and teachers emphasised their satisfaction with the outdoor activity, teamwork and the subject. The present study revealed a positive effect of the participation in the inquiry-based activity, embedded on a socio-scientific issue, in students’ conceptual knowledge and in the development of investigation skills.
Highlights
Our present society is increasingly shaped and directed by science, citizens need to have the knowledge, skills and disposition to make decisions and solve social-scientific problems
Climate change is one of the major challenges facing society today and more effective education of the public on this topic is supported by several authors and organisations (e.g. Atwood-Blaine & Bowman, 2010; Bencze, Sperling, & Carter, 2012; UN, 2015)
This need is in line with what is required in the UN 2030 Agenda for Sustainable Development (UN, 2015), which states, among other sustainable development goals (SDG), that it is crucial to “ensure inclusive and equitable quality education” (SDG 4), providing students with the knowledge and skills necessary to promote a more sustainable society, “take urgent action to combat climate change and its impacts” (SDG 13) and “conserve and sustainably use the oceans, seas and marine resources for sustainable development” (SDG14)
Summary
Our present society is increasingly shaped and directed by science, citizens need to have the knowledge, skills and disposition to make decisions and solve social-scientific problems This requires the ability to meaningfully engage and critically reflect on science and make informed decisions (Gillies & Rafter, 2020). Atwood-Blaine & Bowman, 2010; Bencze, Sperling, & Carter, 2012; UN, 2015) This need is in line with what is required in the UN 2030 Agenda for Sustainable Development (UN, 2015), which states, among other sustainable development goals (SDG), that it is crucial to “ensure inclusive and equitable quality education” (SDG 4), providing students with the knowledge and skills necessary to promote a more sustainable society, “take urgent action to combat climate change and its impacts” (SDG 13) and “conserve and sustainably use the oceans, seas and marine resources for sustainable development” (SDG14). The present study aims to analyse the learning impact of an inquiry-based science activity about the effects of climate change in the oceans, done in a research laboratory and at school, on primary students’ knowledge, investigation skills and satisfaction
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