The Potential of Non-Formal Laboratory Environments for Innovating the Chemistry Curriculum and Promoting Secondary School Level Students Education for Sustainability

Nicole Garner, Antje Siol and Ingo Eilks
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Nicole Garner: Department of Chemistry and Biology—Institute for Science Education, University of Bremen, Leobener Street NW2, 28334 Bremen, Germany
Antje Siol: Institute for Environmental Research and Sustainable Technologies, University of Bremen, Leobener Street UFT, 28334 Bremen, Germany
Ingo Eilks: Department of Chemistry and Biology—Institute for Science Education, University of Bremen, Leobener Street NW2, 28334 Bremen, Germany

Sustainability, 2015, vol. 7, issue 2, 1-21

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.

Keywords: chemistry education; education for sustainable development; non-formal education; curriculum innovation; biodiesel (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2015
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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