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Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach
Univ Helsinki, Dept Chem, Unit Chem Teacher Educ, Helsinki 00014, Finland..ORCID-id: 0000-0003-3059-2900
Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).ORCID-id: 0000-0003-4230-2026
Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).ORCID-id: 0000-0002-3083-1716
2021 (Engelska)Ingår i: Sustainability, E-ISSN 2071-1050, Vol. 13, nr 4, artikel-id 1746Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
MDPI , 2021. Vol. 13, nr 4, artikel-id 1746
Nyckelord [en]
didaktik model, didactic modeling, eco-reflexivity, Bildung, sustainability education, environmental education, chemistry education
Nationell ämneskategori
Didaktik
Identifikatorer
URN: urn:nbn:se:mau:diva-42106DOI: 10.3390/su13041746ISI: 000624763100001Scopus ID: 2-s2.0-85100848136OAI: oai:DiVA.org:mau-42106DiVA, id: diva2:1552470
Tillgänglig från: 2021-05-05 Skapad: 2021-05-05 Senast uppdaterad: 2024-02-05Bibliografiskt granskad

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Yavuzkaya, MerveSjöström, Jesper

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Herranen, JaanaYavuzkaya, MerveSjöström, Jesper
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Institutionen för naturvetenskap, matematik och samhälle (NMS)
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Sustainability
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Totalt: 214 träffar
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