This presentation is twofold. On one hand, it intends to draw on relevant contributions to provide a consistent theoretical framework to substantiate the pedagogical approach named as Socio-Scientific Inquiry-Based Learning, as a powerful means to educate environmental citizens. On the other hand, it presents and discusses four cases showing how this pedagogy has been operationalized in four different countries (The Netherlands, Spain, UK, and Cyprus). The four cases are presented through the lens of critical realism, using socio-scientific and environmental issues as a starting point to generate a need to know about those issues and to act consequently as environmental citizens.
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