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

Sustainability

卷:13

Jesper Sjöström¹  Merve Yavuzkaya¹  Jaana Herranen² 

[1] Department of Natural Sciences, Mathematics and Society, Faculty of Education and Society, Malmö University, 205 06 Malmö, Sweden;

[2] The Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki, 00014 Helsinki, Finland;

关键词: didaktik model;    didactic modeling;    eco-reflexivity;    Bildung;    sustainability education;    environmental education;   

DOI  :  10.3390/su13041746

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown