Chemistry Teaching for the Future: A Model for Secondary Chemistry Education for Sustainable Development

Autor/inn/en	Jegstad, Kirsti Marie; Sinnes, Astrid Tonette
Titel	Chemistry Teaching for the Future: A Model for Secondary Chemistry Education for Sustainable Development
Quelle	In: International Journal of Science Education, 37 (2015) 4, S.655-683 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.1003988
Schlagwörter	Science Education; Chemistry; Secondary School Science; Sustainable Development; Environmental Education; Conservation (Environment); Course Content; Interdisciplinary Approach; Holistic Approach; Knowledge Level; Competence; Problem Solving; Creativity; Critical Thinking + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Chemie; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Kursprogramm; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Holistischer Ansatz; Wissensbasis; Kompetenz; Problemlösen; Kreativität; Kritisches Denken
Abstract	For more than 40 years, the international community has acknowledged the role education might play in environmental awareness and conservation. The last major initiative came when the United Nations General Assembly proclaimed a Decade of Education for Sustainable Development (2005-2014). In the final year of the decade, teachers still struggle to realise education for sustainable development (ESD). One of the challenges teachers face with respect to ESD is the inclusion of even more content into an already overloaded curriculum. In response, it has been suggested that ESD should be introduced as an integrated perspective across the content of all existing subjects. This paper offers a model for how ESD can be realised in chemistry education. The model has been developed to support chemistry teachers in their educational planning and consists of 5 categories: chemical content knowledge, chemistry in context, the distinctiveness and methodological character of chemistry, ESD competences and lived ESD. The ESD model is illustrated through 5 ellipses, visualising the hierarchy of the categories, as they exist in different levels. All 5 ESD categories need to be considered in a holistic ESD approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01