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Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach

Author

Listed:
  • Jaana Herranen

    (The Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki, 00014 Helsinki, Finland)

  • Merve Yavuzkaya

    (Department of Natural Sciences, Mathematics and Society, Faculty of Education and Society, Malmö University, 205 06 Malmö, Sweden)

  • Jesper Sjöström

    (Department of Natural Sciences, Mathematics and Society, Faculty of Education and Society, Malmö University, 205 06 Malmö, Sweden)

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 .

Suggested Citation

  • Jaana Herranen & Merve Yavuzkaya & Jesper Sjöström, 2021. "Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach," Sustainability, MDPI, vol. 13(4), pages 1-15, February.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:4:p:1746-:d:494556
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    References listed on IDEAS

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    1. Per Sund & Niklas Gericke & Gabriel Bladh, 2020. "Educational Content in Cross-curricular ESE Teaching and A Model to Discern Teacher’s Teaching Traditions," Journal of Education for Sustainable Development, , vol. 14(1), pages 78-97, March.
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    5. Jaana Herranen & Veli-Matti Vesterinen & Maija Aksela, 2018. "From Learner-Centered to Learner-Driven Sustainability Education," Sustainability, MDPI, vol. 10(7), pages 1-14, June.
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    1. M Ángeles de las Heras Pérez & Bartolomé Vázquez Bernal & Rocío Jiménez Palacios & Roque Jiménez Pérez, 2021. "Environmental Citizenship Education through the Doñana, Biodiversity and Culture Program," Sustainability, MDPI, vol. 13(5), pages 1-16, March.
    2. Johannes Pernaa & Vilja Kämppi & Maija Aksela, 2022. "Supporting the Relevance of Chemistry Education through Sustainable Ionic Liquids Context: A Research-Based Design Approach," Sustainability, MDPI, vol. 14(10), pages 1-18, May.

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