| 1. |
- Belova, Nadja, et al.
(author)
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Cross-curricular goals and raising the relevance of science education
- 2017
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In: Cognitive and Affective Aspects in Science Education Research - selected papers from the ESERA 2015 conference. - Cham : Springer. - 9783319586847 - 9783319586854 ; , s. 297-307, s. 297-305
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Book chapter (other academic/artistic)abstract
- ‘Relevance’ is one of the most commonly used terms when it comes to reforms in science education. The term is used in manifold ways. It can be understood – among other things – as meeting an interest, fulfilling needs or contributing to intellectual development. Many components of relevant science education go beyond single contents and concepts; many challenges are tied to cross-curricular goals. Specifically, when it comes to the societal and vocational relevance of science education, many demands can only be met when we develop corresponding skills across disciplines and grade levels. This chapter focuses on a set of such cross-curricular goals from a chemistry education perspective, namely, education for sustainability, critical media literacy, innovation competence, vocational orientation and employability. It relates them to the idea of relevant chemistry and science education. Directions for research and curriculum development will be suggested that emerge from taking into account cross-curricular goals on the science curriculum more thoroughly.
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| 2. |
- Bossér, Ulrika, et al.
(author)
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Samhällsfrågor i nv-klassrummen : från enkel kontextualisering till fokus på handlingskompetens för global miljörättvisa
- 2020
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In: Atena Didaktik. - Linköping : Nationellt centrum för teknikens och naturvetenskapernas didaktik (NATDID). - 2003-3486. ; 2:1
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Journal article (other academic/artistic)abstract
- Under flera decennier har forskare inom naturvetenskapernas didaktik undersökt hur aktuella samhällsfrågor kan få betydelse i naturvetenskapsundervisningen. Flera olika inriktningar har vuxit fram, där undervisningens syfte och genomförande skiljer sig åt. Det handlar om allt från att samhällsfrågorna endast bidrar med ett sammanhang, där elever relativt förenklat tillämpar naturvetenskapliga kunskaper, till att undervisningen syftar till att lägga en grund för global handlingskompetens. I den här artikeln beskriver vi några olika inriktningar med exempel på hur de kan omsättas i undervisningspraktiken. Därmed vill vi synliggöra överväganden man som lärare kan behöva göra när man vill använda samhällsfrågor i sin nv-undervisning.
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| 3. |
- Christensson, Camilla, et al.
(author)
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Chemistry in context : analysis of thematic chemistry videos available online
- 2014
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In: Chemistry Education Research and Practice. - : Royal Society of Chemistry. - 1756-1108. ; 15:1, s. 59-69
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Journal article (peer-reviewed)abstract
- United Nations declared 2011 to be the International Year of Chemistry. The Swedish Chemical Society chose twelve themes, one for each month, to highlight the connection of chemistry with everyday life. Examples of themes were fashion, climate change, love, sports, communication, health issues, and food. From the themes various context-based educational materials were produced. One such educational resource, connecting to students' interests, was the Chemistry Calendar. It mainly contains short videos available on YouTube (also in English). The target group for the videos was secondary school. The videos have been analysed using a research-based analysis model consisting of four fields (pure chemistry; applied chemistry; socio-chemistry; nature of chemistry). The video analysis focuses on content and discourses. For example the images of chemistry and the chemist were examined. The analysis shows that the videos have a number of clear messages that are in line with “chemical literacy”, such as chemistry is all around you, chemistry researchers look different, chemical experiments can be of very different nature, chemistry is important for society, and chemistry has historically had some downsides. The Chemistry Calendar videos are unique and could be very useful in context-based chemistry education. However, their weakness regarding critical and reflective aspects must be compensated for in chemistry teaching, for example by highlighting “excluded environmental aspects” and by placing the videos in the contexts of critical citizenship and global sustainability.
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| 4. |
- Christensson, Camilla, et al.
(author)
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Läkemedel i undervisningen
- 2018
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Other publication (pop. science, debate, etc.)abstract
- Syftet med denna text är att presentera några exempel på och idéer kring hur man kan utforma undervisning kring läkemedel.
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| 5. |
- Clucas, Paul, et al.
(author)
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Traces of Bildung in Upper Secondary Science Education : A Critical Investigation of Chemistry Teachers' Orientation Towards Promoting Bildung in Chemistry Education
- 2024
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In: Science & Education. - : Springer. - 0926-7220 .- 1573-1901.
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Journal article (peer-reviewed)abstract
- 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.
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| 6. |
- Colucci-Gray, Laura, et al.
(author)
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Science and Technology Education in response to global, socio-environmental challenges
- 2018
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Conference paper (other academic/artistic)abstract
- We are standing at a crucial point in Western, techno-scientific culture. Faced with profound changes affecting the Earth systems at a global scale, current narratives of technological innovation seek to assuage the urgency of the problems through new and creative solutions. Yet, as Hannah Arendt envisaged already half a century ago,“for the first time in history all peoples on earth have a common present”, even if “this common present is not based on a common past and does not in the least guarantee a common future” (1968, p. 83). More than coincidentally, this growing awareness has brought to the fore the need for new narratives of development, to ensure equity and a diversity of views and modes of living on our shared Planet. A common response in science education has emphasised the progressive enculturation into the subculture of science, weeding out cultural beliefs and misconceptions as well as risk and uncertainty to favour the acquisition of consolidated scientific knowledge. Conversely, an eco-reflexive and ecotransformative education, which draws upon a variety of theoretical contributions and practical approaches, is proposed. This round-table in three parts seeks to explore the potential of such a view within the field of Science and Technology Education. Part A focuses on different models of teaching and education, which take into consideration the global, socio-environmental challenges. Part B addresses the ontological shift from being spectators to active participants in the global environment; taking the lead from Colucci-Gray and Camino (2016), discussion will focus on what methodologies characterise this mode of learning. Part C addresses – based on Sjöström & Eilks (2018) and with further elaboration – a relational and critical Vision III of ST literacy and education. How can it be understood, which are its implications for teaching and ‘knowing-beingdoing’ and for the whole educational system?
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| 7. |
- Eilks, Ingo, et al.
(author)
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Reflecting on models for science education for sustainable development based on different interpretations of scientific literacy and with reference to Bildung
- 2018
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In: Environments. - : Brazilian Humboldt Kolleg, EdUFSCar, São Carlos Federal University Press. - 9788590696261 ; , s. 25-35
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Book chapter (other academic/artistic)abstract
- The year 2014 marked the end of the United Nations Decade of Education for Sustainable Development. All educational domains and levels, including science education, were asked contributing to education enabling younger generations to become responsible citizens and promote sustainable development in our world. This chapter gives insights into different models of implementing education for sustainability in the teaching of science and technology illustrated by various cases, which have been developed by the University of Bremen chemistry education group in the past. In this chapter, examples are reflected based on different interpretations of scientific literacy and with reference to the concept of Bildung.
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| 8. |
- Eilks, Ingo, et al.
(author)
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Relevant chemistry education for sustainability
- 2017
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In: Daruna. - : The Academic Arab College for Education. - 2312-6051. ; 44, s. 18-29
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Journal article (other academic/artistic)abstract
- This chapter elaborates on three commonly suggested concepts used in the rhetoric for educational reform in science education. One suggestion is to raise the relevance of science education. Up until now, the word 'relevance' in the science education literature has often been used with high degrees of uncertainty and ambiguity. Thus as the first concept, this paper presents a model for a comprehensive understanding of the meaning and dimensions of relevance in science education. Secondly, we will revisit the concept of the two visions of scientific literacy and suggest that there is a further, third vision needed for relevant chemistry education. A third input is the adoption of the philosophy of Education for Sustainable Development into science education. Some very recent ideas will also be presented for this area. The chapter elaborates on the connections of the three concepts when it comes to providing guidance for chemistry curriculum reform. Two illustrative cases from Germany and Israel will show how chemistry teaching can come up with the elaborated stages of all the three concepts to make chemistry learning relevant education for sustainability.
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| 9. |
- Eilks, Ingo, et al.
(author)
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Science and technology education for society and sustainability
- 2019
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In: Science Education: Visions of the Future. - : Abuja, Nigeria: Next Generation Education. - 9789789750375 - 9789789750368 - 9789785216127 ; , s. 321-333
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Book chapter (other academic/artistic)abstract
- An educational vision for science education is outlined, based on increased understanding of the interlinks of science with society in the 21st Century. We suggest that sustainability considerations must feature much more prominently in that vision for science education, if we are to check the rapid decline in biodiversity and maintain a safe living space on Earth for humankind and other creatures. That vision assumes nothing less than a transformation of our understanding of science education to better incorporate education for sustainability and to better equip students to participate in society to contribute to socio-ecojustice. We explore what steps could be taken now to realize that vision in fifty year’s time.
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| 10. |
- Eilks, Ingo, et al.
(author)
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The responsibility of Chemists for a better world : challenges and potentialities beyond the lab
- 2017
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In: Revista Brasileira de Ensino de Química. - : Editora Átomo. - 1809-6158. ; 12:1, s. 97-105
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Journal article (other academic/artistic)abstract
- There is no doubt that chemistry is in the heart of the economy of every developed or emerging country. Chemistry is necessary to make the world a better place in terms of prosperity and welfare. It is the ground for modern agriculture, pharmacy, and provides the basic materials for any other producing industries. However, not all developments in which chemistry was involved in the past were of benefit to the world in terms human health, raw materials consumption, and the environment. Green chemistry is suggested to provide a more responsible alternative of doing chemistry in research and industry – today and for the future. This article supports the view that the way towards more sustainability in this field needs a change in doing chemistry, but in the same time it argues that the responsibility of the chemists for sustainability goes much further. The stewardship of the chemists also covers responsibility to contribute to societal decisions and discourse about chemistry and, at the same time, to help developing a different, more balanced and contemporary view on chemistry in both society and chemistry education.
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