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

Jaana Herranen, Merve Yavuzkaya and Jesper Sjöström
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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

Sustainability, 2021, vol. 13, issue 4, 1-15

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 .

Keywords: didaktik model; didactic modeling; eco-reflexivity; Bildung; sustainability education; environmental education; chemistry education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:4:p:1746-:d:494556

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