Life-Cycle Thinking in Inquiry-Based Sustainability Education--Effects on Students' Attitudes towards Chemistry and Environmental Literacy

Autor/inn/en	Juntunen, Marianne; Aksela, Maija
Titel	Life-Cycle Thinking in Inquiry-Based Sustainability Education--Effects on Students' Attitudes towards Chemistry and Environmental Literacy
Quelle	In: Center for Educational Policy Studies Journal, 3 (2013) 2, S.157-180 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1855-9719
Schlagwörter	Student Attitudes; Chemistry; Literacy; Sustainability; Semi Structured Interviews; Science Education; Cooperative Learning; Case Studies; Inquiry; Teaching Methods; Student Centered Learning; Environment; Secondary School Students; Conservation (Environment); Behavior Change; Recycling; Intervention; Foreign Countries; Statistical Analysis; Questionnaires; Likert Scales; Qualitative Research; Finland + Suchen Sie Ihr Suchwort? Schülerverhalten; Chemie; Alphabetisierung; Schreib- und Lesefähigkeit; Nachhaltigkeit; Naturwissenschaftliche Bildung; Kooperatives Lernen; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Umwelt; Sekundarschüler; Conservation; Environment; Konservierung; Bewahung; Ausland; Statistische Analyse; Fragebogen; Likert-Skala; Qualitative Forschung; Finnland
Abstract	The aim of the present study is to improve the quality of students' environmental literacy and sustainability education in chemistry teaching by combining the socio-scientific issue of life-cycle thinking with inquiry-based learning approaches. This case study presents results from an inquiry-based life-cycle thinking project: an interdisciplinary teaching model designed by chemistry teachers. The strength of the project is that upper-secondary students (N = 105) are allowed to investigate the life cycle of an optional product based on their own interest. Student-centred teaching methods are suggested to promote the students' interest in studying. The research question was: How does an inquiry-based life-cycle thinking project in chemistry education affect students' chemistry attitudes and environmental literacy? The research methods used included surveys and semi-structured interviews. The study shows that the project positively affected students' attitudes towards chemistry learning: they valued the independent and collaborative learning setting. The changes in the students' environmental literacy were evident in their new realisations: they emphasised the importance of environmental protection and recycling, but perceived that changing their own behaviour is still difficult. The inquiry-based teaching of life-cycle thinking can be seen as an effective approach to more motivating and sustainable chemistry education. Further research should address the kinds of knowledge outcomes that this type of inquiry-based life-cycle teaching creates in students. Furthermore, other useful approaches to teaching sustainable development in chemistry lessons should be shared. (As Provided).
Anmerkungen	University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: http://www.cepsj.si/doku.php?id=en:cepsj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01