Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory context

Abstract

Informal and non-formal science education became major trends in many countries in recent years. Non-formal learning was suggested to help closing gaps in science education, e.g. by providing students an alternative environment to experience practical work. Non-formal education was also suggested to offer a chance for curriculum innovations and teacher continuous professional development. One potential field might be Education for Sustainable Development (ESD). Several perspective papers in recent years described that secondary chemistry education is still lacking in implementing education for sustainability and learning about green chemistry. This article describes the project "Sustainability and chemistry in non-formal student laboratories" that was initiated to develop non-formal learning environments to help implementation of ESD and learning about green chemistry. This article presents the goals and structure of the project, including an example taken from practical experience and selected findings from implementing the proposed non-formal learning environments in secondary chemistry classrooms. Impacts on teachers' professional development and curriculum innovation are also addressed.

From Agricultural Waste to a Powerful Antioxidant: Hydroxytyrosol as a Sustainable Model Substance for Understanding Antioxidant Capacity

“…However, chemistry and chemical research are particularly relevant in working toward global sustainable development, for example, by developing novel and modern materials (e.g., phosphors for energy-efficient LEDs). Therefore, chemistry education plays a central role in fostering ESD. , Highlighting the role of chemistry in environmental and sustainability issues can also promote a positive perspective on chemistry learning and on chemistry itself . Thus, the example of HTyr makes it possible not only to discuss the chemical concept of antioxidants but also to underline the links among geography, food technology, the environment, food manufacturing, and sustainable development.…”

“…13,14 Highlighting the role of chemistry in environmental and sustainability issues can also promote a positive perspective on chemistry learning and on chemistry itself. 15 Thus, the example of HTyr makes it possible not only to discuss the chemical concept of antioxidants but also to underline the links among geography, food technology, the environment, food manufacturing, and sustainable development. This in turn makes it possible to discuss different aspects of a real-world situation in chemistry class.…”

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“…They are always present, covering multiple subjects, not just chemistry and cross over into leisure time. This is especially important when combining formal, informal, and nonformal learning …”

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“…Hierzu werden wissenschaftliche Forschungsbereiche sowie naturwissenschaftliche Entwicklungen aufgegriffen und durch eine didaktische Rekonstruktion in eine anschauliche, nachvollziehbare und schülergerechte Form gebracht . Eine Orientierung der Schülerlaborprogramme am Lehrplan der einzelnen Bundesländer kann durchaus förderlich sein, da hierdurch die Bedeutsamkeit des Schülerlaborbesuchs ansteigt und eine Einbettung in die schulischen Lern‐ und Leistungssituationen der Schülerinnen und Schüler stattfindet .…”