Abstract
This paper concerns Bildung-oriented chemistry education, based on a reflective and critical discourse of chemistry. It is contrasted with the dominant type of chemistry education, based on the mainstream discourse of chemistry. Bildung-oriented chemistry education includes not only content knowledge in chemistry, but also knowledge about chemistry, both about the nature of chemistry and about its role in society. In 2004 Mahaffy suggested a tetrahedron model based on Johnstone’s chemical triangle. The latter represents the formal aspects of chemistry teaching (macro, submicro, and symbolic) and the top of the tetrahedron represents a human element. In the present paper the following subdivision of the top is suggested (starting from the bottom): (1) applied chemistry, (2) socio-cultural context, and (3) critical-philosophic approach. The professional identity of the Bildung-oriented chemistry teacher differs from that of the chemist and is informed by research fields such as Philosophy of Chemistry, Science and Technology Studies, and Environmental Education. He/she takes a socio-critical approach to chemistry, emphasising both the benefits and risks of chemistry and its applications.
Highlights
Based on a risk society analysis (Beck 1992; Ekberg 2007), it is reasonable to argue for Bildung-oriented chemistry teaching, which in practice would mean including more ethical and socio-cultural perspectives in the teaching
This paper presents a model for content and perspectives in such chemistry teaching
Thirty years have passed since Alex Johnstone (1982) described the content in chemistry teaching with a triangle, which became known as the chemistry triplet or Johnstone’s triangle
Summary
Based on a risk society analysis (Beck 1992; Ekberg 2007), it is reasonable to argue for Bildung-oriented chemistry teaching, which in practice would mean including more ethical and socio-cultural perspectives in the teaching. The aim with Bildung-oriented chemistry teaching is to develop critical, deliberate and action-competent citizens or, in other words, ‘‘chemical literacy’’ (Shwartz et al 2005). In a previous paper (Sjostrom 2007) I problematised the mainstream discourse of chemistry and suggested a complementary discourse, aiming to replace the often too modernistic and reductionistic chemistry discourse with a more socio-critical and holistic one. 185) wrote that ‘‘Bildung denotes whatever is not covered by the other central concepts of pedagogical theory such as socialisation, education, and instruction’’, but that it stands for them all. It is, according to Wimmer, ‘‘the central critical concept of modern pedagogy’’. Before the discussion of Bildung-oriented chemistry education I discuss and describe the common discourse in chemistry education
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