Abstract
The aim of this theoretical paper is to develop and present a didaktik model that embeds chemistry education into Environmental and Sustainability Education (ESE) using an eco-reflexive approach. A didaktik model is a tool to help educators make decisions and reflect on why, what, how, and/or when to teach. The model presented here is a revised version of the Jegstad and Sinnes model from 2015. It was systematically developed based on a critical analysis of the previous ESD (Education for Sustainable Development)-based model. This process is part of what is called didactic modeling. The revised model consists of the following six categories: (i) socio-philosophical framing; (ii) sustainable schooling and living; (iii) critical views on chemistry’s distinctiveness and methodological character; (iv) powerful chemical content knowledge; (v) critical views of chemistry in society; and (vi) eco-reflexivity through environmental and sustainability education. As in the model by Jegstad and Sinnes, the eco-reflexive didaktik model seeks to support chemistry educators in their sustainability-oriented educational planning and analysis, but from a more critical perspective. Based on an eco-reflexive Bildung approach, one additional category—socio-philosophical framing—was added to the revised model. This is because the previous model does not take sufficient account of worldview perspectives, cultural values, and educational philosophy. The eco-reflexive didaktik model is illustrated with boxes, and it is suggested that all categories in these boxes should be considered in holistic and eco-reflexive chemistry education. The purpose of such education is to develop students’ ChemoKnowings.
Highlights
Understanding and applying chemistry, among other disciplines, is essential for all citizens, because chemistry is an important part of the world, society, and life
We argue that a more critical approach is needed while embedding chemistry education into environmental and sustainability education in relation to the development of the research field, as described above
Critical aspects that we think are—and which we argue are needed—in a model embedding chemistry education with sustainability issues based on an eco-reflexive Bildung approach
Summary
Understanding and applying chemistry, among other disciplines, is essential for all citizens, because chemistry is an important part of the world, society, and life. To to evaluate chemical knowledge in more detail, to describe teachers’ and students’ roles further develop sustainability-oriented chemistry education, we argue that the model and views, and to emphasize eco-reflexivity. In contrast to the fact-based tradition, which focuses on correct factual knowledge, or the normative which changing we alsoscientific avoid a simplistic view of chemistry educationtradition, and rather take focuses a holisticonview as people’s lifestyles in a particular way, the pluralistic tradition emphasizes the uncertainty a point of departure This would mean including more philosophical, ethical, ofand knowledge; environmental issues are viewed as moral and political problems [12]. Socio-political perspectives into chemistry teaching, with a focus on problematization, According to the pluralistic tradition, it is important in education that the teacher focuses understanding uncertainties, and balancing the benefits and risks of chemistry [19]. ESD as a concept has been under debate because it involves several perspectives [10], as discussed in the previous section
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