A Non-Formal Student Laboratory as a Place for Innovation in Education for Sustainability for All Students

Abstract

In many Western countries, non-formal education has become increasingly recognized as a valuable addition to the traditional educational system. In recent years, a special form of non-formal student laboratories (Schülerlabor) has emerged in Germany to promote primary and secondary practical science learning. This paper describes a developmental project on Schülerlabor learning environments for all students with a particular focus on sustainability education in the context of chemistry-related topics. The goal of reaching all students puts intentional pressure on the development process of learning environments. It forces the Schülerlabors to create a detailed model of differentiation, which can reach all learners of different interests and abilities. This also includes low-achievers and students who have disadvantaged educational biographies. In this sense, the structuring of non-formal learning environments simultaneously becomes a process of innovation with respect to both the curriculum and the teaching methods. In this paper, we present a corresponding model of differentiation and a specific example focusing on the learning about protecting and preserving metal objects in science education. Preliminary results and implications from the accompanying evaluation are also discussed.

The Use of Comics in Experimental Instructions in a Non-formal Chemistry Learning Context

“…The next step is to document how the experiment might be done. Supporting measures for operating the experiment are provided by optional differentiated help cards providing support for understanding the content matter, the potential steps of the experiment, and any linguistic issues or necessary technical terms related to the task (Affeldt et al, 2015). The help cards offer the students to approach the experimental task quite open, but in case of problems help them to move over to a more guided or structured inquiry mode.…”

“…Most of the second page gives suggestions concerning the inquiry process. These instructions aim at provoking autonomous and guided-inquiry learning efforts by the participants (Affeldt et al, 2015). According to this more open learning approach, the experimental instructions are not given as step-bystep instructions.…”

“…The teacher also decides whether students are free to perform experiments of their own choice, or whether they need to follow a previously-defined list of experiments. The sessions end with a short reflection period, which includes the class, their teacher, and the non-formal laboratory staff (Affeldt et al, 2015).…”

“…If scientific terms became necessary, they were explained in other parts of the instructional materials. Understanding these terms was supported by optional, language-sensitive help cards (Affeldt et al, 2015). The comics were designed to avoid giving immediate answers, so that students need to think about the solution and discuss it among themselves.…”

“…Comics were used in different modules of a project named "Chemistry, environment, sustainability in the non-formal student laboratory" (Affeldt, Weitz, Siol, Markic & Eilks, 2015). The project used creative approaches to experimental instructions.…”