Chemistry for cultural heritage: connecting past and future

Badea, Elena

doi:10.1186/s40494-019-0342-2

Cited by 5 publications

(3 citation statements)

References 25 publications

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“…Science museums with sections devoted to chemistry as well as museums and collections of chemistry represent typical non-formal environments, whose educational role has been object of several investigations. In fact, in addition to the undoubted historical, conservative and cultural role of collections of scientific instruments, glassware, reagents and other documents relevant in chemical history [27,44,[46][47][48], science museum and science centers are ideal contexts for designing and implementing innovative laboratorial activities [21][22][23]26,49,50]. They can offer to schools' students a space, generally more equipped with respect to the laboratories of schools, where to learn chemistry in relation-ships with real life and society [21][22][23][24]27,51].…”

Section: The Role Of Science Museums In Chemical Educationmentioning

confidence: 99%

STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

Domenici

2022

Education Sciences

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Non-formal learning environments, such as science museums, have a fundamental role in science education and high potentialities as ideal contexts for science teachers’ training. These aspects have been analyzed and reported in several recent works mainly focused on students’ perception of science and increased engagement towards scientific disciplines. In this work, a project-based learning methodology optimized and experimented in the frame of a pre-service chemistry teachers’ course at the University of Pisa (Italy), during the last eight years, involving in total 171 participants, is presented. This educational project has several distinctive features related to the STEAM philosophy, with a high level of multi-disciplinarity and creativity. Most of the laboratories and chemistry-centered activities were conceived, planned and carried out by the future chemistry teachers in non-formal contexts, such as science museums. A case study based on a series of non-formal laboratories designed by a group of students during their training in the academic year 2018–2019 and performed in a science museum is reported and examined in details. In this paper, all steps of the STEAM project-based learning methodology are described underlining the main learning outcomes and cognitive levels involved in each step and the relevant methodologies proposed during the training course and adopted in the project. The effectiveness of this pre-service teachers’ training methodology is finally discussed in terms of participants’ motivation and interest towards the course’s content, students’ final judgment of their training experiences and, in particular, of the STEAM project-based learning activities. From the students’ feedbacks and final assessment, the role of the non-formal context in teaching and learning chemistry and the efficacy of developing educational activities related to current and real-life chemistry-centered topics emerged as very positive aspects of the proposed approach.

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Section: The Role Of Science Museums In Chemical Educationmentioning

confidence: 99%

STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

Domenici

2022

Education Sciences

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“…Formal chemistry education, through which students learn scientific concepts and language, plays an important role in protecting and transmitting cultural heritage from one generation to another. Through chemical understanding, students may gain a deep apprehension of the composition and structure of inherited materials and the reactions that occur to obtain information related to the source, purpose and period of creation, manufacturing technology, and others, to be able to protect and preserve their cultural heritage [21]. However, establishing connections between scientific concepts, processes, and contexts with the cultural aspects of students' daily lives is often hampered due to teachers' limited abilities in this area, as chemistry education rarely considers local culture [22], which is the problem this research aimed to address.…”

Section: Introductionmentioning

confidence: 99%

Chemistry Learning through Culturally Responsive Transformative Teaching (CRTT): Educating Indonesian High School Students for Cultural Sustainability

et al. 2023

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According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), culture provides the transformative dimension for ensuring the development process of the United Nations’ 2030 Agenda for Sustainable Development. As one of the key drivers in the implementation of the United Nations’ Sustainable Development Goals, culture ensures a people-centered and context-relevant approach that cuts across a range of policy areas and, thus, in the context of quality education promotes the development of human resources for cultural and environmental sustainability. It is in this context that we report on a study aimed at developing students’ cultural identity and supporting the younger generation in preserving their cultural heritage, whilst learning chemistry concepts at the same time. The culturally responsive transformative teaching (CRTT) model served as a theoretical framework for the research to engage students in culture-based, high school chemistry learning by utilizing specially designed ethnochemistry texts that highlighted the relationship between cultural values and chemistry concepts. Case studies were conducted within the interpretive research paradigm and involved 149 students from four high schools in four Indonesian provinces, namely Banten, west Java, Bangka Belitung, and south Sumatra. In particular, we were interested in understanding how well students engage in this innovative transformative learning model, designed to educate them about cultural sustainability. We generated data by means of students’ reflective journals, semi-structured interviews with students, and classroom observations. In general, the results from the research strongly suggest that students involved in cultural identity reflection, engaged in cultural-based chemistry learning, explored cultural heritage through a chemistry lens, applied social etiquette and ethics, and developed cultural heritage preservation awareness. These are important aspects of cultural sustainability. The results imply that culturally responsive chemistry education has great potential for educating students and empowering them as conservationists of Indonesian culture. Further research on empowering students on cultural sustainability with other ethnochemistry topics within Indonesian cultural contexts is needed to further investigate the CRTT model’s broader efficacy.

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“…Chemistry has the fundamental role of providing a means to understand and acquire more information on tangible materials that are of interest in the cultural heritage field (Badea, 2019). Since several heritage materials are either undocumented or poorly documented in the Philippines, chemical information can address the issues related to provenance, material composition, and manufacturing technology and techniques.…”

Section: Introductionmentioning

confidence: 99%

Teaching Chemistry for Cultural Heritage in the Philippines: A Graduate Course for Non-Science Students

Cayme

2021

KIMIKA

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The Philippine government advocates cultural-based education to strengthen national pride by having culture as the core and foundation of development. Chemistry can significantly contribute by educating the populace on the need to have science-oriented thinking in safeguarding the countryâ€™s tangible heritage materials. This paper describes a graduate lecture course introducing chemistry principles in studying cultural heritage materials intended for students or professionals with limited science education. Students learned to appreciate and understand the work of a chemist in providing fundamental knowledge on local materials through scientific research and inquiry. Guidelines successfully implemented in the graduate course, such as the suggested topics, learning objectives, teaching techniques, and assessment tools, are reported. Part of the goal of this paper is to revitalize discussions among chemistry educators in the Philippines on this topic and to inspire the conceptualization of similar courses in different learning institutions.

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Chemistry for cultural heritage: connecting past and future

Cited by 5 publications

References 25 publications

STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

Chemistry Learning through Culturally Responsive Transformative Teaching (CRTT): Educating Indonesian High School Students for Cultural Sustainability

Teaching Chemistry for Cultural Heritage in the Philippines: A Graduate Course for Non-Science Students

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