Life-Cycle Analysis and Inquiry-Based Learning in Chemistry Teaching

Autor/inn/en	Juntunen, Marianne; Aksela, Maija
Titel	Life-Cycle Analysis and Inquiry-Based Learning in Chemistry Teaching
Quelle	In: Science Education International, 24 (2013) 2, S.150-166 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Chemistry; Science Instruction; Environmental Education; Sustainability; Teaching Methods; Inquiry; Scientific Concepts; Inservice Teacher Education; Science Teachers; Elementary School Science; Secondary School Science; Teacher Collaboration; Design; Foreign Countries; Sustainable Development; Finland + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Ausland; Nachhaltige Entwicklung; Finnland
Abstract	The purpose of this design research is to improve the quality of environmental literacy and sustainability education in chemistry teaching through combining a socio-scientific issue, life-cycle analysis (LCA), with inquiry-based learning (IBL). This first phase of the cyclic design research involved 20 inservice trained chemistry teachers from elementary to high school level and two researchers. The aim was to collaboratively develop and test teaching concepts that the teachers had created within in-service training courses over a period of two years. The research questions were: (i) How to develop concepts of chemistry teaching that combine IBL with LCA? and (ii) What kind of teaching concepts related to LCA do chemistry teachers develop in their own practice? The study presents a framework for the development process of new practices in chemistry teaching. The findings reveal that teachers can combine LCA with IBL on all school levels in several different ways. The most popular approach was a project-based student-centered inquiry concept, which combined social and personal teaching strategies. The study suggests that LCA-IBL approaches should be implemented into chemistry education at all school levels. The opportunities to foster several modern educational goals, including scientific literacy and sustainability competence, are also discussed. (Contains 3 figures and 1 table.) (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10