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

Sustainability

Nicole Garner²  Antje Siol¹  Ingo Eilks² 

[1] Institute for Environmental Research and Sustainable Technologies, University of Bremen, Leobener Street UFT, 28334 Bremen, Germany; E-Mail:;Department of Chemistry and Biology—Institute for Science Education, University of Bremen, Leobener Street NW2, 28334 Bremen, Germany; E-Mail:

关键词: chemistry education;    education for sustainable development;    non-formal education;    curriculum innovation;    biodiesel;   

DOI  :  10.3390/su7021798

来源: mdpi

【 摘 要 】

Developing skills and attitudes among students in terms of Education for Sustainable Development (ESD) requires that educators address issues of sustainability in both formal and non-formal education. However, up to now, ESD seems to have been insufficiently implemented in secondary science education in many countries in general, and in high school chemistry learning in particular. A lack of suitable experiments, coupled with missing teaching and learning materials and insufficient teacher professional development have been identified as the reasons for this gap. This paper describes a project of innovation and research in the field of ESD for secondary school chemistry education. Within the project, both half- and full-day learning environments have been developed for non-formal, laboratory-based learning of secondary level students at the university. The research-based development focuses on teaching-learning modules which link formal and non-formal learning. The pedagogy employed is both learner-centered and inquiry-based. All the modules focus on sustainability issues in chemistry-related contexts. Data was collected by questionnaires from teachers and students both prior to and after the visit of the non-formal learning environment. Likert-items were analyzed statistically and the evaluation of the open-ended questions was done by Qualitative Content Analysis. An overview of the project, a case from the non-formal laboratory setting, and findings from accompanying research and evaluation are discussed in this paper. Potential impacts on teacher professional development and curriculum innovation are also outlined.

【 授权许可】

CC BY   
© 2015 by the authors; licensee MDPI, Basel, Switzerland.