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  • 1.
    Clucas, Paul
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Traces of Bildung in Upper Secondary Science Education: A Critical Investigation of Chemistry Teachers' Orientation Towards Promoting Bildung in Chemistry Education2024In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901Article in journal (Refereed)
    Abstract [en]

    There is a need of a component in science education that can orient students to the complexity characterising the natural sciences position in relation to a globalised risk society and the Anthropocene. Recently, the implications of the German philosophical and educational construct Bildung have been discussed in this regard. In this paper, we investigate in what aspect an orientation towards promoting Bildung manifests in Swedish upper secondary school chemistry teachers' visions and views for their teaching. In view of the reported impact of neoliberal policy in narrowing the scope of education, with such narrowing possibly excluding dimensions of philosophical-ethical reflection in science teaching, we also investigate in what aspect economic goals associated with neoliberalism might hinder a Bildung orientation in the vision and views of the five chemistry teachers that were interviewed. Results revealed "Bildung-related elements" to be present in the chemistry teaching visions of all the teachers, however without strong Bildung orientation. Significantly, four of the five teachers reported contextual factors consistent with the impact of neoliberal policy in education as marginalising their work to realise Bildung-related elements. In addition, factors outside of teachers' awareness were also found to marginalise Bildung. Common for all five teachers were neoliberal values at the level of teachers' implicit beliefs, with our analysis pointing to the possibility that teachers view Bildung-related elements in their chemistry teaching as commodifiable entities. We argue that these implicit beliefs disempower the teachers in relation to a teaching praxis that seeks to guide students towards their own Bildung.

  • 2.
    Yavuzkaya, Merve
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Clucas, Paul
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Sjöström, Jesper
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik2022In: Frontiers in Education, E-ISSN 2504-284X, Vol. 7, article id 869156Article in journal (Refereed)
    Abstract [en]

    In this article, we elaborate on the construct ChemoKnowings as subject-specific powerful knowings for chemical agency in the Anthropocene era. Related to constructs such as critical chemical literacy, ChemoCapabilities, and eco-reflexive chemical thinking, we unpack the construct as an example of Carlgren’s powerful knowings, which relates Young’s powerful knowledge to the idea and tradition of Bildung. It means powerful knowledge containing embodied and relational (or tacit) dimensions. ChemoKnowings can therefore be described as embodied and relational knowledge in and about chemistry – (critical) chemical knowledge that matters meaningfully to the student, connecting them to themselves and the world, and conferring an ethical compass. By situating the teaching of ChemoKnowings within a vision for chemistry teaching as a part of a world-centered vision for schooling in the Anthropocene, ChemoKnowings are viewed as having the capacity to mobilise an ethico-socio-political action, that is, chemical agency. By focusing on student transformation of content for ChemoKnowings and integrating elements of a theoretical didaktik model for eco-reflexive chemistry education, we develop a vision-oriented didaktik model for ChemoKnowings. More generally, we argue that didaktik models for supporting teachers’ consideration of student transformation of content for powerful subject-knowings are an important part of general subject didaktik. We present in the article vignettes that detail personal accounts for each of the three authors describing examples of chemistry-specific knowings that matter meaningfully to each of us, and which articulate our own embodied ethico-socio-political actions as students, teachers, researchers, and consumers. Inspired by Klafki’s didaktik analysis, we end the article by proposing four areas of questions that the teacher can use in guiding their preparation and transformation of the content they bring into the classroom for promoting students’ ChemoKnowings, and thus Bildung in the 21st century.

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  • 3.
    Sjöström, Jesper
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Clucas, Paul
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Yavuzkaya, Merve
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Didaktik models for eco-reflexive Bildung, ChemoKnowings and chemical agency2022In: Proceedings of XX IOSTE International Symposium 2022, The International Organization for Science and Technology Education , 2022Conference paper (Other academic)
    Abstract [en]

    Compared to Anglo-American instructional design, European Didaktik has focused much more on content and relevance. This presentation is based on concepts such as disciplinary literacy, powerful knowledge, Bildung, sustainability education and didaktik models (Sjöström, 2019; Sjöström, Eilks & Talanquer, 2020), as well as on their interrelationships. Recent ideas of didaktik models supporting eco-reflexive Bildung (Herranen et al., 2021), ChemoKnowings (Herranen et al., 2021; Yavuzkaya et al., 2022) and chemical agency (Yavuzkaya et al., 2022) will be presented and discussed. Eco-reflexive Bildung-oriented chemistry/science education should, in addition to (a) transformative subject knowledge, emphasize both (b) scientific processes – NOS (Nature of Science) – and (c) societal contexts – STSE (Science-Technology-Society-Environment) (Sjöström, Eilks & Zuin, 2016). In practice, this would mean including more philosophical, ethical and socio-political perspectives in chemistry/science education, and the focus should be on meaningfulness, problematization, understanding uncertainties and balancing the benefits and risks of science and technology.

  • 4.
    Sjöström, Jesper
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Clucas, Paul
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Yavuzkaya, Merve
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Didaktik models for powerful (chemical) knowings and eco-reflexive Bildung2021Conference paper (Other academic)
    Abstract [en]

    Compared to Anglo-American instructional design, European Didaktik has focused much more on content and relevance. This presentation will address why, what and how to teach in and about chemistry, as an example of a school subject. It will elaborate on concepts such as disciplinary literacy, powerful knowledge, Bildung, sustainability education and didaktik models (Sjöström, 2019; Sjöström, Eilks & Talanquer, 2020), as well as on their interrelationships. The goal is to explain what can be meant with powerful (chemical) knowings and eco-reflexive Bildung, as well as the characteristics of didaktik models aiming at those two. Eco-reflexive Bildung-oriented chemistry/science education should, in addition to (a) transformative subject knowledge, emphasize both (b) scientific processes – NOS (Nature of Science) – and (c) societal contexts – STSE (Science-Technology-Society-Environment) (Sjöström, Eilks & Zuin, 2016). In practice, this would mean including more philosophical, ethical and socio-political perspectives in chemistry/science education, and the focus should be on problematization, understanding uncertainties and balancing the benefits and risks of science and technology. In addition to these three legs, Hodson (2003) has suggested socio-political actions as a fourth leg. It is about promoting students’ critical and active engagement in socio-scientific problems and those often involves complex environmental and health issues. In the presentation, corresponding didaktik models – and especially such focusing socio-chemical issues, will be elaborated on. This will be done based on different curriculum ideas as well as philosophical ideas. Recently, Carlgren (2020) problematized the related concept of powerful knowledge and instead suggested powerful knowings. This concept emphasizes that disciplinary knowledge is embedded in actions. It is about “knowledge-as-a-means-for-cultivation-of-human-powers” (p. 324). The presentation will highlight ideas about relevant, transformative and powerful (chemical) knowings for sustainability and related educative practices. Examples will be given from two ongoing PhD projects (Clucas and Yavuzkaya).

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