Research-based development of a lesson plan on shower gels and musk fragrances following a socio-critical and problem-oriented approach to chemistry teaching

Abstract

A case is described of the development of a lesson plan for 10 th grade (age range 15-16) chemistry classes on the chemistry of shower gels. The lesson plan follows a socio-critical and problemoriented approach to chemistry teaching. This means that, aside from learning about the basic chemistry of the components making up modern shower gels in the lab, the students should become sensitised to the evaluation of the product, i.e. reflecting upon the use of potentially harmful ingredients. Therefore, the lesson plan also deals with the use of artificial musk fragrances in cosmetic products. The lesson plan was developed within the framework of a Participatory Action Research project. From the accompanying evaluation based on teachers' feedback, written student questionnaires and a study based on students' group discussions, the lesson plan was refined in different cycles of development, testing, evaluation and reflection. In the end, the lesson plan was found to be highly feasible, motivating, and an initiator of intense discussions among pupils. The group discussions indicate that this teaching approach has the potential to promote a more balanced and well thought-out view among at least some of the students when dealing with aspects of consumer behaviour and reports in the media. The overall approach seems to be promising for promoting higher-order cognitive skills, i.e. reflection and evaluation within the framework of science, technology and society.

Societal Issues and Their Importance for Contemporary Science Education—a Pedagogical Justification and the State-of-the-Art in Israel, Germany, and the Usa

“…One of the possible remedies to these phenomena is to make available initial training and professional development programs in which the idea of teachers' beliefs and experiences are intensively challenged. Based on our experience, running through intended teaching situations, e.g., mimicking societal debates in role playing (Marks, Bertram & Eilks, 2008), working as journalists, writing about scientific topics (Marks & Eilks, 2010), or mimicking political decision-making processes (Feierabend & Eilks, 2010), can lead to similar discussions and changes in the perception of the science education among the teachers and teacher trainees, as it does with the school students.…”

“…In the rare case studies where teachers implemented this approach, accompanying research clearly showed that a thorough orientation of science education along societal issues is possible and that it leads to high motivation among teachers and students and contributes to developing skills of communication and evaluation, which are necessary for developing a responsible citizenry. We suggest that one of the reasons could be by the development and implementation through action research and its potential to contribute to professional development and enhance ownership among the teachers (Marks & Eilks, 2010).…”

“…Marks et al (2008;Marks & Eilks, 2009 described similar experiences while using Participatory Action Research (Eilks & Ralle, 2002) to jointly develop and implement lesson plans for a socioscientific issue-driven approach. From both experiences, it is suggested that for effective implementation of socioscientific issues, teachers need to be provided with support that can be attained, for example, through continuous professional development procedures (Harrison, Hofstein, Eylon & Simon, 2008), involvement in curricular development (Hofstein, Mamlok & Carmeli, 1997), or through action research (Marks & Eilks, 2010).…”

The Potential of Non-Formal Laboratory Environments for Innovating the Chemistry Curriculum and Promoting Secondary School Level Students Education for Sustainability

“…Accompanying research showed that aspects of green chemistry [23] and ESD-related socio-scientific issues are well suited to integrate ESD into chemistry education. Examples for corresponding socio-scientific issues center around learning about fats/esters or alcohols, based on the discussion about the use of biodiesel and ethanol as fuels, respectively [24,25], comparing bio-plastics and conventional polymers [26], or learning about risks of components used in everyday life cosmetic products [27]. Studies show that ESD leads to an improved understanding of the importance of science in daily life [26] and students also become more open to learning chemistry [28].…”

Effectiveness of Student Learning during Experimental Work in Primary School

“…2 Additionally, in defining objectives of experimental work, it is sensible to keep in mind the potential of using experimental work to motivate students; 4,8,13,16,[35][36][37] to popularize the natural sciences; 4,13,38 and to facilitate students' ability to communicate. 13,35,38 When selecting the content of the experimental work in accordance with the objectives of experimental work, the teachers should strive for the tasks to be based on either the students' experiences or everyday life 38,[40][41][42][43] and select and appropriate form of experimental work based on its objectives (demonstration-based experimental work/students' hands-on experimental work). 4,13,24,46 A novel finding for Slovenian school environment derived from the presented research is also, that the majority of students can follow the instructions of the chemistry teacher well and accomplish the predicted assignments required to be followed during experimental work (effectiveness level 1).…”