Aiming for responsible and competent citizenship through teacher professional development on teaching socioscientific inquiry-based learning (SSIBL)

Appendix 1. 3-step SSIBL activity

A 7th to 9th grades' students module for use in natural sciences and chemistry and physics sciences

Overall Competencies: With this task, students are supposed to investigate how school manages energy use, in order that the school remains warm during the winter and cold during summer time. For that, students are expected to:

Develop a plan for resolving the initial problem (How can we avoid energy losses in school?).

Identify places and "equipments" from where energy losses or gains might occur, during winter as during summer.

Search for information and, based on that, suggest a number of actions for reducing energy transference.

Develop a pamphlet or a model about ways to render school energetically efficient and present it to the school community.

Curriculum content: Energy and heat.

Kind of activity: Developing and carry out an investigation to find out the energy resources used in school and how to avoid energy losses in school; group work on making a justified decision after discussion on an efficient way to avoid energy losses.

Anticipated time: 4 lessons plus students' investigation in school

Prior knowledge: Type of energy resources.

The developer: Revised from PARSEL project

Appendix 1. 3-step SSIBL activity (contd.)

Steps	Time cost	Content of the activity	Classroom management	Learning objectives
1. SSI context	45 mins	*How can we avoid energy losses in our school?* 1. Let students discuss what energy is and how to measure energy? 2. Let students discuss and what kinds of energy resources that our school use? 3. Let students discuss whether there is any possibility to waste energy in school?	Small group discussion first Whole classroom shareing	Understand the definition of energy and how to measure energy Understand how energy is needed and used in everyday life
2. Inquiry process	45mins X 2	Let students discuss how to plan an investigation on evaluating energy losses in school. Let students conduct the investigation in the school environment for real	Group work	Apply the knowledge of energy obtained from the first lesson. Experience an inquiry process.
3. Decision-making/ Argumentation	45mins	Let students present the results of their investigation in the classroom and provide the answer to ‘How can we avoid energy losses in school?’	Group oral presentation and possible a written report from each group	Learning to make an argument based on the evidence or information collected in the inquiry process.

Appendix 2. Background and confidence/need survey (pre-cohort questionnaire)

Name:

Gender: Female Male

Teaching experiences:

How many years have you taught in school? years

What do you expect from this course?

Aspects of your teaching practices

To what degree, am I confident on it?

1 (not so confident)
à 7 (very confident)

To what degree, do I still need (help) to develop?

1 (not so need)
à 7 (very need)

I understand SSI

I understand why we need to use SSI in teaching

I know SSI is part of Swedish curriculum

I know how to plan SSI teaching

I know how to teach SSI

I understand inquiry-based science education (IBSE)

I understand why we need to use IBSE in teaching

I know how to plan inquiry-based teaching

I know how to teach inquiry-based science

I know inquiry-based science education is part of Swedish curriculum

Appendix 3. Post-cohort questionnaire

Name:
(1) After the SSIBL course, how do you feel in the following aspects?

Aspects of your teaching practices	To what degree, am I confident on it? 1 (not so confident) à 7 (very confident)	To what degree, do I still need (help) to develop? 1 (not so need) à 7 (very need)
I understand SSI
I understand why we need to use SSI in teaching
I know SSI is part of Swedish curriculum
I know how to plan SSI teaching
I know how to teach SSI
I understand inquiry-based science education (IBSE)
I understand why we need to use IBSE in teaching
I know how to plan inquiry-based teaching
I know how to teach inquiry-based science
I know inquiry-based science education is part of Swedish curriculum
I understand SSIBL
I understand why we need to use SSIBL in teaching
I know how to plan SSIBL teaching
I know how to teach SSIBL
I know SSIBL could be a powerful approach to enhance students’ competence in the modern society

(2) Please present your feedback on the SSIBL course

Items	Disagree strongly	Disagree	Disagree a little	Agree a little	Agree	Agree strongly	I do not know
1-1 The SSIBL course added my knowledge to know how to combine SSI and inquiry-based teaching as SSIBL teaching	¨	¨	¨	¨	¨	¨	¨
1-2 The SSIBL course helped me to understand the complexity of SSI	¨	¨	¨	¨	¨	¨	¨
1-3 The SSIBL course promoted my learning interests and motivation to teach science	¨	¨	¨	¨	¨	¨	¨
1-4 I would like to participate the SSIBL related course again in the future	¨	¨	¨	¨	¨	¨	¨
1-5 I will like to explore SSIBL knowledge by myself in the future after the SSIBL course	¨	¨	¨	¨	¨	¨	¨

Appendix 4. Reflection-on-action sheet

The 3-step SSIBL model	RRI and the 3 pillars
Step 1 Contextualization (SSI context)	⌈ CE
	⌈ RRI
	⌈ SSI
	⌈ IBSE
Step 2 De-contextualization (Inquiry process)	⌈ CE
	⌈ RRI
	⌈ SSI
	⌈ IBSE
Step 3 Re-contextualization (Decision-making/argumentation)	⌈ CE
	⌈ RRI
	⌈ SSI
	⌈ IBSE

Appendix 5. The PCK reflection instrument for reflection-in-action

PCK aspects	Aspects to reflect	Your reflection and plan
1. Curriculum	What do you intend your students to learn (learning objectives) through the SSIBL-module?
1. Curriculum	Why are the learning objectives important for your students to learn?
2. Students’ understanding and/or learning difficulties	What do you know about the learning difficulties/ alternative ideas the students might have regarding the SSIBL-module?
3. Assessment	What assessment method(s) are you going to use to assess the students’ development from this the SSIBL module?
	Why do you choose the assessment method(s)?
	How are you going to use the assessment method(s)?