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Didactic modelling of complex sustainability issues in chemistry education
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0001-5221-8464
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

To meet future challenges regarding sustainability issues, science education needs to address how to educate scientifically literate and responsible citizens. Chemistry education must be organized in a way that gives the students opportunity to participate in discussions and decision-making regarding sustainability issues in which chemistry knowledge is needed. One aspect of education for responsible citizenship is to draw students’ attention to the complexity in sustainability issues.

The aim of this study is to analyse how complexity in sustainability issues can be visualized in upper secondary school chemistry education.

This study was conducted as a didactic modelling inspired by Design Based Research. Two cycles were conducted: cycle 1 with 12 students discussing batteries in different products and cycle 2 with 38 students discussing organic pollutants in everyday products. The data was analysed using Practical Epistemological Analysis (PEA) (Wickman & Östman, 2002) and Deliberative Educational Questions (DEQ) (Lundegård & Wickman, 2007).

Four different kinds of considerations emerged in students’ discussions which were used to develop a didactic model visualizing complexity. Those considerations regarded facts and values in relation to sufficient and insufficient factual knowledge. All four kinds of considerations are needed to visualize complexity.

The results showed that conflicting perspectives/values and the issues’ incompleteness and uncertainty only emerged to a small extent in the students’ discussions in cycle 1. In cycle 2 all four kinds of considerations emerged more equally. The design principles in cycle 2 were that the students’ activity should explicitly request conflicting perspectives and values and also include frontier research in chemistry. The result indicates that those gave the students more opportunities to visualize complexity.

The didactic model and design principles that were developed can together be used for teaching and learning from sustainability issues in chemistry education.

Place, publisher, year, edition, pages
2018.
Keywords [en]
complex issues, upper secondary school, didactic modellin, chemistry education
National Category
Didactics
Identifiers
URN: urn:nbn:se:su:diva-165418OAI: oai:DiVA.org:su-165418DiVA, id: diva2:1283365
Conference
IOSTE 2018: International organisation of science and technology education, Malmö, Sweden, 13-17 August, 2018
Available from: 2019-01-29 Created: 2019-01-29 Last updated: 2019-03-29Bibliographically approved

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Dudas, CeciliaRundgren, Carl-JohanLundegård, Iann
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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
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More languages
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