Inquiry as an approach to teaching science is student-centered and collaborative and can
facilitate students being involved in conducting investigations, including experimentation
and secondary research. When inquiry is carried out using socioscientific issues (SSI) as
the context a range of skills relating to research and critical evaluation of evidence may be
developed and assessed. The Irish Junior Cycle Science in Society Investigation asks
students to carry out a research-based inquiry exploring SSI contexts and it aims to develop
and assess a range of skills and knowledge of science. This paper discusses the
recommended approach to the Junior Cycle Science in Society Investigation as outlined
by Ireland’s National Council for Curriculum and Assessment (NCCA). The paper also
makes some general comments and recommendations regarding the outlined teaching
approach, SSI contexts and skills and knowledge to be developed and assessed.