Promoting Scientific Literacy Using a Sociocritical and Problem-Oriented Approach to Chemistry Teaching: Concept, Examples, Experiences

Autor/inn/en	Marks, Ralf; Eilks, Ingo
Titel	Promoting Scientific Literacy Using a Sociocritical and Problem-Oriented Approach to Chemistry Teaching: Concept, Examples, Experiences
Quelle	In: International Journal of Environmental and Science Education, 4 (2009) 3, S.231-245 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Lesson Plans; Action Research; Chemistry; Scientific Literacy; Teaching Methods; Science Instruction; Problem Based Learning; Problem Solving; Scientific Concepts; Science Education; Science Process Skills; Foreign Countries; Secondary School Science; Germany + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Projektforschung; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Naturwissenschaftliche Bildung; Ausland; Deutschland
Abstract	This paper revisits the discussion about the objectives of scientific literacy-oriented chemistry teaching, its connection to the German concept of "Allgemeinbildung", and the debate of "science through education" vs. "education through science". About 10 years ago the sociocritical and problem-oriented approach to chemistry teaching was suggested using these starting points. In this paper its central assumptions and criteria for structuring lesson plans are presented as they have been refined along a series of lesson plans developed by participatory action research in recent years. The summarized teaching approach intends to more thoroughly promote reflection on scientific questions in the framework of their socioeconomical and ecological consequences. This is done by inserting authentic and controversial debates on socioscientific issues into chemistry teaching, which provoke and allow for open discussions and individual decision making processes. After discussing the framework, we present one example which deals with musk fragrances used in cosmetic products, and we give an overview of different respective issues. From experience gained in applying the different examples, the potential of this teaching approach is then reflected upon as a source for promoting the process-oriented skills of evaluation and communication as essential parts of a well-developed scientific literacy. (Contains 1 table, 1 figure and 1 note.) (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10