Chemistry Education For Sustainability

Sjöström, Jesper; Rauch, Franz; Eilks, Ingo

doi:10.1007/978-94-6300-175-5_9

Cited by 29 publications

(23 citation statements)

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“…The didactic model in Figure 2 -a model for eco-reflexive Didaktik -is a revised and extended version of a "Framework outlining the socio-critical and problem-oriented approach to science teaching", initially published by Marks and Eilks (2009). It has been republished several times, for example in Marks et al (2014) and Sjöström, Rauch and Eilks (2015). Furthermore, it has been tested (didactic modelling), in particular with chemistry teachers using different thematic themes, such as different plastics (Burmeister & Eilks, 2012;, different fuels (Eilks, 2002), parabens as preservatives in personal care products (Garner, Siol & Eilks, 2014), soaps with artificial musk fragrances (Marks & Eilks, 2010), tattoos , doping (Stolz, Witteck, Marks & Eilks, 2013), and "natural" cosmetics .…”

Section: A Didactic Model For Socio-ecojusticementioning

confidence: 99%

Didactic Modelling for Socio-Ecojustice

Sjöström¹

2019

JASTE

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In northern Europe and Scandinavia, there is a tradition called Didaktik. It can be seen as both the art of teaching and as the “science for teachers”, helping us teachers answering didactic questions about WHY?, WHAT? and HOW? to teach (and support learning). Many areas of subject-specific Didaktik have in recent decades evolved from mainly practice-based methodology to quite independent research areas. This applies, for example, to the field of science-Didaktik (i.e., Science Education). Part of this field has a special interest in educational activities for socio-ecojustice. For instance, it can include complex issues used in teaching to build bridges across different curriculum subjects, among them STEM-subjects, in support of sustainability, reflexive Bildung and socio-political activism. The focus in this paper is on socalled didactic models and modelling aiming at actions for socio-ecojustice. In particular, the paper presents a model for eco-reflexive Didaktik, an example of a didactic model. Didactic modelling is the name for the processes when didactic models are used and developed, often by researchers in collaboration with practitioners. The didactic model in focus here is based on philosophical ideas and orientations, such as holism, critical realism, egalitarianism, altruism, reconstructionism and critical pedagogy.

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Section: A Didactic Model For Socio-ecojusticementioning

confidence: 99%

Didactic Modelling for Socio-Ecojustice

Sjöström¹

2019

JASTE

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“…All ESD models suggest a thorough orientation teaching about those socio-scientific issues (SSIs) is needed that are relevant for sustainable development of our society, today and in the future. Chemistry education needs to take into account multi perspectives on chemistry related issues including their ecological, economic, and societal impacts (Burmeister et al, 2012;Sjöström, 2013;Sjöström, Rauch & Eilks, 2015). Especially so called 'hot-type' SSIs are of potential to provoke a critical view towards development in science and technology (Simonneaux, 2014).…”

Section: A Vision III Of Scientific Literacymentioning

confidence: 99%

“…All of these can provide chances and benefits, but can also cause risks. Pedagogies are needed in chemistry education where students learn how to argue, how to use scientific evidences to inform the public, and how corresponding information can be obtained, and also how careful respective information needs to be evaluated and used (Sjöström et al, 2015). This is the case for school education for all learners, but it should be also the case for the next generation chemists educated in our universities (Eilks et al, 2016 Burmeister et al (2012), all four models can contribute to learning either about or for sustainable development.…”

Section: A Vision III Of Scientific Literacymentioning

confidence: 99%

Humanizing Chemistry Education: From Simple Contextualization to Multifaceted Problematization

Sjöström

Talanquer

2014

J. Chem. Educ.

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Chemistry teaching has traditionally been weakly connected to everyday life, technology, society, and history and philosophy of science. This article highlights knowledge areas and perspectives needed by the humanistic (and critical−reflexive) chemistry teacher. Different humanistic approaches in chemistry teaching, from simple contextualization to socioscientific orientations to multifaceted problematization, are discussed. The latter is crucial for "critical chemistry teaching", which includes both problematized content knowledge in chemistry and problematized knowledge about chemistry and chemistry education (about the nature of chemistry, its role in society, and the way it is communicated inside and outside the classroom). We illustrate how various facets of chemistry knowledge for teaching can be used to characterize different levels of complexity in the integration of the human element into chemistry education.

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“…The idea of Education for Sustainable Development (ESD) was born. Since then, this concept has been under constant debate with respect to its objectives, terminology and implications (Sjöström, Rauch & Eilks, 2015). In order to thoroughly implement ESD in formal education, the UN formally announced the Decade of Education for Sustainable Development (DESD) for the years 2005(UNESCO, 2005a.…”

Section: Introductionmentioning

confidence: 99%

Science Education and Education for Sustainable Development – Justifications, Models, Practices and Perspectives

Eilks¹

2015

EURASIA J MATH SCI T

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The year 2014 marks the end of the United Nations Decade of Education for Sustainable Development (ESD). All educational domains and levels, including primary and secondary science education, have been working to contribute to education enabling younger generations to become responsible citizens and promote sustainable development in our world. This paper gives insights into some theoretical foundations of the UN Decade for ESD. Different models of implementing ESD in the teaching of science and technology are presented and illustrated by various case studies, which were developed by the University of Bremen chemistry education group. These examples and the corresponding evaluation case studies show that thoroughly combining the ESD framework with science teaching that follows a socio-scientific issues-based approach to education has great potential for helping students develop many general educational skills. It also opens a path to a more balanced view of science in its societal and professional context. This allows career orientation both in and beyond science and engineering.

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Chemistry Education For Sustainability

Cited by 29 publications

References 50 publications

Didactic Modelling for Socio-Ecojustice

Didactic Modelling for Socio-Ecojustice

Humanizing Chemistry Education: From Simple Contextualization to Multifaceted Problematization

Science Education and Education for Sustainable Development – Justifications, Models, Practices and Perspectives

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