Fazio, C.Branco, A.Cepic, M.Faria, C.Finlayson, O.E.Galvão, C.Goulão, L.F.McLoughlin, E.Pavlin, J.Sokolowska, D.Viegas, WandaMichelini, M.2022-02-172023-02-012021Fazio C, Branco A, Čepič M, Faria C, Finlayson OE, Galvão C, Goulão LF, McLoughlin E, Pavlin J, Sokolowska D, Viegas W, Michelini M (2021). Chapter 4. Inquiry Based Learning and Responsible Research and Innovation: Examples of Interdisciplinary Approaches at Different Schooling Levels. In: Engaging with Contemporary Challenges through Science Education Research (Ed.: Levrini O, Tasquier G, AminTG, -Branchetti L, Levin M). Springer Nature Switzeland. pp: 31-44http://hdl.handle.net/10400.5/23573The Inquiry-Based approach to Science Education (IBSE) is presented in scienti#c literature (Hake, 1998; Sharma et al., 2010) and in research projects reports (e.g. ESTABLISH, 2010; SAILS, 2014) as a credible solution to the reported lack of ef#cacy of more ‘traditional’ educative approaches, especially when focused on Research and Innovation (RRI) (Sutcliffe, 2006; IRRESISTIBLE, 2013; Ark of Inquiry, 2013). IBSE is an inductive approach to science teaching that considers direct experience at the center of learning. IBSE activities and strategies actively involve students in the identi#cation of relevant evidence, in critical and logical reasoning on the evidence collected and in re+ection on their interpretation. Students learn to conduct investigations, but are also led by the teachers to understand the typical processes scientists use to build knowledge. IBSE strategies are credited to improve student understanding in many conceptual #elds, due to their strongly contextualized nature, that focuses on the interdependence of situation and cognition, and on the ways they facilitate learning processes (Fazio, 2020)enginquiry based learningresearchbook parthttps://doi.org/10.1007/978-3-030-74490-8)