Abstract
Developing skills and attitudes among students in terms of Education for Sustainable Development (ESD) requires that educators address issues of sustainability in both formal and non-formal education. However, up to now, ESD seems to have been insufficiently implemented in secondary science education in many countries in general, and in high school chemistry learning in particular. A lack of suitable experiments, coupled with missing teaching and learning materials and insufficient teacher professional development have been identified as the reasons for this gap. This paper describes a project of innovation and research in the field of ESD for secondary school chemistry education. Within the project, both half- and full-day learning environments have been developed for non-formal, laboratory-based learning of secondary level students at the university. The research-based development focuses on teaching-learning modules which link formal and non-formal learning. The pedagogy employed is both learner-centered and inquiry-based. All the modules focus on sustainability issues in chemistry-related contexts. Data was collected by questionnaires from teachers and students both prior to and after the visit of the non-formal learning environment. Likert-items were analyzed statistically and the evaluation of the open-ended questions was done by Qualitative Content Analysis. An overview of the project, a case from the non-formal laboratory setting, and findings from accompanying research and evaluation are discussed in this paper. Potential impacts on teacher professional development and curriculum innovation are also outlined.
Highlights
As one result of the Club of Rome’s report “The limits of growth” [1], the idea of sustainable development was developed in the 1970s and 80s to be “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” [2] (p. 11)
Already in Agenda 21, education was identified as a key domain for realizing the concept of sustainable development [3]
The central focus of Education for Sustainable Development (ESD) was the suggestion to prepare younger generations to become responsible citizens by becoming able to participate in a democratic society in order to shape society for a sustainable future
Summary
As one result of the Club of Rome’s report “The limits of growth” [1], the idea of sustainable development was developed in the 1970s and 80s to be “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” [2] (p. 11). As one result of the Club of Rome’s report “The limits of growth” [1], the idea of sustainable development was developed in the 1970s and 80s to be “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” [2] According to the Agenda 21, sustainable development encompasses a balanced view of ecological, economic and socio-cultural sustainability. Already in Agenda 21, education was identified as a key domain for realizing the concept of sustainable development [3]. The idea of Education for Sustainable Development (ESD) was raised. The central focus of ESD was the suggestion to prepare younger generations to become responsible citizens by becoming able to participate in a democratic society in order to shape society for a sustainable future
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