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

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http://hdl.handle.net/10138/327143

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Herranen, J.; Yavuzkaya, M.; Sjöström, J. Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach. Sustainability 2021, 13, 1746.

Title: Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach
Author: Herranen, Jaana; Yavuzkaya, Merve; Sjöström, Jesper
Publisher: Multidisciplinary Digital Publishing Institute
Date: 2021-02-06
URI: http://hdl.handle.net/10138/327143
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 <i>Bildung</i> 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’ <i>ChemoKnowings</i>.


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