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Students’ Learning for Action Through Inquiry-Based Science Education on a Local Environmental Problem

Author

Listed:
  • Mónica Baptista

    (UIDEF, Instituto de Educação, Universidade de Lisboa, 1649-013 Lisboa, Portugal)

  • Ana Sofia Pinho

    (UIDEF, Instituto de Educação, Universidade de Lisboa, 1649-013 Lisboa, Portugal)

  • Ana Rita Alves

    (UIDEF, Instituto de Educação, Universidade de Lisboa, 1649-013 Lisboa, Portugal)

Abstract

This study examines students’ learning for action towards sustainability when addressing a local environmental problem related to mining through an Inquiry-Based Science Education (IBSE) approach. A total of 54 eighth-grade students (ages 13–15) from a rural middle school participated in this study. Data collection included written group productions and group interviews, which were analysed using inductive and deductive processes. The results revealed three levels of the students’ learning for action: “What” (problem identification), “Why” (reasons for action), and “How” (local action). All groups successfully identified the environmental problem, and 64% demonstrated understanding of the reasons for action, showing concern for future generations and environmental preservation. At the “How” level, 50% of the groups recognised the importance of local action, 34% actively planned and implemented actions, and 29% developed specific competences for action, including systemic thinking, argumentation, and communication skills. This research demonstrates that using the IBSE approach to address relevant local problems facilitates the development of action competences for sustainability. Digital technologies emerged as important tools for the students’ actions. The study also provides a framework for understanding and analysing students’ learning for action.

Suggested Citation

  • Mónica Baptista & Ana Sofia Pinho & Ana Rita Alves, 2025. "Students’ Learning for Action Through Inquiry-Based Science Education on a Local Environmental Problem," Sustainability, MDPI, vol. 17(9), pages 1-18, April.
  • Handle: RePEc:gam:jsusta:v:17:y:2025:i:9:p:3907-:d:1643065
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    References listed on IDEAS

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    1. Rodrigo Lozano & Michelle Y. Merrill & Kaisu Sammalisto & Kim Ceulemans & Francisco J. Lozano, 2017. "Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal," Sustainability, MDPI, vol. 9(10), pages 1-15, October.
    2. Gemma Tejedor & Jordi Segalàs & Ángela Barrón & Mónica Fernández-Morilla & M. Teresa Fuertes & Jorge Ruiz-Morales & Ibón Gutiérrez & Esther García-González & Pilar Aramburuzabala & Àngels Hernández, 2019. "Didactic Strategies to Promote Competencies in Sustainability," Sustainability, MDPI, vol. 11(7), pages 1-24, April.
    3. Shih-Yeh Chen & Shiang-Yao Liu, 2020. "Developing Students’ Action Competence for a Sustainable Future: A Review of Educational Research," Sustainability, MDPI, vol. 12(4), pages 1-14, February.
    4. Marta R. Ariza & Andri Christodoulou & Michiel van Harskamp & Marie-Christine P. J. Knippels & Eleni A. Kyza & Ralph Levinson & Andria Agesilaou, 2021. "Socio-Scientific Inquiry-Based Learning as a Means toward Environmental Citizenship," Sustainability, MDPI, vol. 13(20), pages 1-22, October.
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