Literaturnachweis - Detailanzeige
Autor/inn/en | Juntunen, Marianne; Aksela, Maija |
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Titel | Life-Cycle Thinking in Inquiry-Based Sustainability Education--Effects on Students' Attitudes towards Chemistry and Environmental Literacy |
Quelle | In: Center for Educational Policy Studies Journal, 3 (2013) 2, S.157-180 (24 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1855-9719 |
Schlagwörter | Student Attitudes; Chemistry; Literacy; Sustainability; Semi Structured Interviews; Science Education; Cooperative Learning; Case Studies; Inquiry; Teaching Methods; Student Centered Learning; Environment; Secondary School Students; Conservation (Environment); Behavior Change; Recycling; Intervention; Foreign Countries; Statistical Analysis; Questionnaires; Likert Scales; Qualitative Research; Finland Schülerverhalten; Chemie; Alphabetisierung; Schreib- und Lesefähigkeit; Nachhaltigkeit; Naturwissenschaftliche Bildung; Kooperatives Lernen; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Umwelt; Sekundarschüler; Conservation; Environment; Konservierung; Bewahung; Ausland; Statistische Analyse; Fragebogen; Likert-Skala; Qualitative Forschung; Finnland |
Abstract | The aim of the present study is to improve the quality of students' environmental literacy and sustainability education in chemistry teaching by combining the socio-scientific issue of life-cycle thinking with inquiry-based learning approaches. This case study presents results from an inquiry-based life-cycle thinking project: an interdisciplinary teaching model designed by chemistry teachers. The strength of the project is that upper-secondary students (N = 105) are allowed to investigate the life cycle of an optional product based on their own interest. Student-centred teaching methods are suggested to promote the students' interest in studying. The research question was: How does an inquiry-based life-cycle thinking project in chemistry education affect students' chemistry attitudes and environmental literacy? The research methods used included surveys and semi-structured interviews. The study shows that the project positively affected students' attitudes towards chemistry learning: they valued the independent and collaborative learning setting. The changes in the students' environmental literacy were evident in their new realisations: they emphasised the importance of environmental protection and recycling, but perceived that changing their own behaviour is still difficult. The inquiry-based teaching of life-cycle thinking can be seen as an effective approach to more motivating and sustainable chemistry education. Further research should address the kinds of knowledge outcomes that this type of inquiry-based life-cycle teaching creates in students. Furthermore, other useful approaches to teaching sustainable development in chemistry lessons should be shared. (As Provided). |
Anmerkungen | University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: http://www.cepsj.si/doku.php?id=en:cepsj |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |