Towards Bildung-Oriented Chemistry Education

• This paper concerns Bildung-oriented chemistry education, based on a reflective and critical discourse of chemistry. It is contrasted with the dominant type of chemistry education, based on the mainstream discourse of chemistry. Bildung-oriented chemistry education includes not only content knowledge in chemistry, but also knowledge about chemistry, both about the nature of chemistry and about its role in society. In 2004 Mahaffy suggested a tetrahedron model based on Johnstone’s chemical triangle. The latter represents the formal aspects of chemistry teaching (macro, submicro, and symbolic) and the top of the tetrahedron represents a human element. In the present paper the following subdivision of the top is suggested (starting from the bottom): (1) applied chemistry, (2) socio-cultural context, and (3) critical-philosophic approach. The professional identity of the Bildung-oriented chemistry teacher differs from that of the chemist and is informed by research fields such as Philosophy of Chemistry, Science and Technology Studies, and Environmental Education. He/she takes a socio-critical approach to chemistry, emphasising both the benefits and risks of chemistry and its applications.

Nyckelord

Education for Sustainable Development (ESD)

Socio-Scientific Issues (SSI)

Chemical literacy

Citizenship chemistry

Socio-critical chemical education

Epistemic distance

Humanistic science education

Chemical ethics

Socio-chemistry

Chemistry teaching in Sweden

Chemistry teacher education

Johnstone's chemical triangle

Wolfgang Klafki

bildning

kemididaktik

kemiundervisning

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)