Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach

Abstract

The aim of this theoretical paper is to develop and present a didaktik model that embeds chemistry education into Environmental and Sustainability Education (ESE) using an eco-reflexive approach. A didaktik model is a tool to help educators make decisions and reflect on why, what, how, and/or when to teach. The model presented here is a revised version of the Jegstad and Sinnes model from 2015. It was systematically developed based on a critical analysis of the previous ESD (Education for Sustainable Development)-based model. This process is part of what is called didactic modeling. The revised model consists of the following six categories: (i) socio-philosophical framing; (ii) sustainable schooling and living; (iii) critical views on chemistry’s distinctiveness and methodological character; (iv) powerful chemical content knowledge; (v) critical views of chemistry in society; and (vi) eco-reflexivity through environmental and sustainability education. As in the model by Jegstad and Sinnes, the eco-reflexive didaktik model seeks to support chemistry educators in their sustainability-oriented educational planning and analysis, but from a more critical perspective. Based on an eco-reflexive Bildung approach, one additional category—socio-philosophical framing—was added to the revised model. This is because the previous model does not take sufficient account of worldview perspectives, cultural values, and educational philosophy. The eco-reflexive didaktik model is illustrated with boxes, and it is suggested that all categories in these boxes should be considered in holistic and eco-reflexive chemistry education. The purpose of such education is to develop students’ ChemoKnowings.

Education for Sustainability Meets Confucianism in Science Education

“…ESD suggests learning and acquiring related skills about sustainability in schooling and higher education and also in informal, nonformal, and lifelong learning (UN, 2015;UNCED, 1992;United Nations Educational, Scientific andCultural Organization [UNESCO], 2005a, 2016). The political vision of ESD, and related concepts with slightly differing visions (Öhman & Östman, 2019), led to an exponential growth of related scientific research articles in the last 30 years in general and in science or chemistry education in particular (e.g., Burmeister et al, 2012;Herranen et al, 2021;Jegstad & Sinnes, 2015;Juntunen & Aksela, 2014).…”

“…It can be defined in different ways. One way is to see it as the research field where science education meets environmental/sustainability education (e.g., Dillon, 2014;Herranen et al 2021).…”

Supporting the Relevance of Chemistry Education through Sustainable Ionic Liquids Context: A Research-Based Design Approach

“…There is a great need to promote scientific chemistry literacy for all people [3]. In addition, we need more chemistry specialists in various fields to solve global sustainability challenges [4]. As research has shown, young people-makers of the future-are not necessarily interested enough in chemistry [5,6] and they often do not find chemistry studies as relevant [7].…”

ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik

“…Drawing upon contemporary views of Bildung, didaktik, and powerful knowings we seek in this article to develop an approach to chemistry teaching in the Anthropocene that re-awakens a discussion on the goals of chemistry education and the choice of content to be taught, providing thus a basis for supporting greater autonomy on the part of both teachers and students (of all ages) in a chemistry teaching in the Anthropocene. Of central importance in relation to achieving these aims will be our further development of the construct ChemoKnowings (first introduced in Herranen et al, 2021).…”