Chemistry teachers’ perspectives and understanding in integrating sustainability into teaching: the case of Chile

Quiroz-Martinez, Denise

doi:10.1080/13504622.2023.2193688

Cited by 4 publications

(1 citation statement)

References 45 publications

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“…In view of the complexity characterising the discipline of chemistry's position in relation to risk society and the Anthropocene, we think that capacities like critical reflexivity, critical-democratic awareness, sociopolitical action, and eco-justice are examples of the kinds of capacities that chemistry teaching should seek to promote in students (see for example Sjöström et al, 2016Sjöström et al, , 2017Sjöström & Eilks, 2018;Quiroz-Martinez, 2023). Indeed, the Swedish curriculum and syllabus for upper secondary school chemistry to some extent support (broadly speaking) a teaching that promotes such capacities (Skolverket, 2011).…”

Section: Discussionmentioning

confidence: 99%

Traces of Bildung in Upper Secondary Science Education: A Critical Investigation of Chemistry Teachers’ Orientation Towards Promoting Bildung in Chemistry Education

Clucas,

Sjöström

2024

Sci & Educ

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There is a need of a component in science education that can orient students to the complexity characterising the natural sciences position in relation to a globalised risk society and the Anthropocene. Recently, the implications of the German philosophical and educational construct Bildung have been discussed in this regard. In this paper, we investigate in what aspect an orientation towards promoting Bildung manifests in Swedish upper secondary school chemistry teachers’ visions and views for their teaching. In view of the reported impact of neoliberal policy in narrowing the scope of education, with such narrowing possibly excluding dimensions of philosophical-ethical reflection in science teaching, we also investigate in what aspect economic goals associated with neoliberalism might hinder a Bildung orientation in the vision and views of the five chemistry teachers that were interviewed. Results revealed “Bildung-related elements” to be present in the chemistry teaching visions of all the teachers, however without strong Bildung orientation. Significantly, four of the five teachers reported contextual factors consistent with the impact of neoliberal policy in education as marginalising their work to realise Bildung-related elements. In addition, factors outside of teachers’ awareness were also found to marginalise Bildung. Common for all five teachers were neoliberal values at the level of teachers’ implicit beliefs, with our analysis pointing to the possibility that teachers view Bildung-related elements in their chemistry teaching as commodifiable entities. We argue that these implicit beliefs disempower the teachers in relation to a teaching praxis that seeks to guide students towards their own Bildung.

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Section: Discussionmentioning

confidence: 99%

Traces of Bildung in Upper Secondary Science Education: A Critical Investigation of Chemistry Teachers’ Orientation Towards Promoting Bildung in Chemistry Education

Clucas,

Sjöström

2024

Sci & Educ

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Scientific culture in the normative and curriculum documents of Initial Teacher Education in Chile

Pérez-Rodríguez,

Guerrero,

Donoso-Díaz

2024

Cult Stud of Sci Educ

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Visualization and analysis of mapping thinking skills to encourage Education for Sustainable Development (ESD)

Misbah,

Hamidah,

Sriyati

et al. 2024

E3S Web Conf.

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A bibliometric analysis maps thinking skills to support Education for Sustainable Development (ESD) in the last 6 years. The Scopus database was used to analyze 398 documents out of 762 documents. An important finding is that research on this topic generally increases in publication every year. Articles on this topic are mostly published by Scopus-indexed journals with quartile 1 (Q1). Similarly, the author with the most citations comes from articles published in Q1. The US became the most productive country on this topic. Several universities in Indonesia are included in the top 10 that research a lot on this topic. Found 5 clusters of visualization results, several thinking skills strengthen the realization of ESD, including critical thinking skills, problem-solving, design thinking, decision-making, systems thinking, creativity, and computational thinking. Some important findings were also obtained that can be used to conduct subsequent research.

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Chemistry teachers’ perspectives and understanding in integrating sustainability into teaching: the case of Chile

Cited by 4 publications

References 45 publications

Traces of Bildung in Upper Secondary Science Education: A Critical Investigation of Chemistry Teachers’ Orientation Towards Promoting Bildung in Chemistry Education

Traces of Bildung in Upper Secondary Science Education: A Critical Investigation of Chemistry Teachers’ Orientation Towards Promoting Bildung in Chemistry Education

Scientific culture in the normative and curriculum documents of Initial Teacher Education in Chile

Visualization and analysis of mapping thinking skills to encourage Education for Sustainable Development (ESD)

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