A Case Study on Students' Application of Chemical Concepts and Use of Arguments in Teaching on the Sustainability-Oriented Chemistry Issue of Pesticides Use under Inclusion of Different Scientific Worldviews

Autor/inn/en	Zidny, Robby; Laraswati, Ayu Ningtias; Eilks, Ingo
Titel	A Case Study on Students' Application of Chemical Concepts and Use of Arguments in Teaching on the Sustainability-Oriented Chemistry Issue of Pesticides Use under Inclusion of Different Scientific Worldviews
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 7, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Chemistry; Science Instruction; Scientific Concepts; Persuasive Discourse; Poisoning; Sustainability; World Views; Sustainable Development; Indigenous Knowledge; Secondary School Students; College Students; Concept Formation; Ethics; Foreign Countries; Ecology; Conservation (Environment); Socioeconomic Influences; Indonesia + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Persuasion; Persuasive Kommunikation; Nachhaltigkeit; World view; Weltanschauung; Nachhaltige Entwicklung; Sekundarschüler; Collegestudent; Concept learning; Begriffsbildung; Ethik; Ausland; Ökologie; Conservation; Environment; Konservierung; Bewahung; Umwelt; Sozioökonomischer Faktor; Indonesien
Abstract	The aim of this case study was to explore students' application of chemical concepts and their use of arguments in an educational research framework to incorporate and reconstruct indigenous science in chemistry education. This framework fosters education for sustainable development (ESD) in chemistry learning by integrating intercultural and multi-perspective scientific worldviews borrowed from indigenous and Western modern science. A socio-scientific issues-based, sustainability-oriented pedagogical approach was employed in a chemistry teaching intervention. Worksheet tasks, videos and an article were used in an inquiry-based teaching module in secondary (N=40) and tertiary (N=73) Indonesian chemistry education classes. Student responses to the worksheet questions were analyzed using qualitative content analysis. The results indicate that university students showed a better understanding of the chemical concepts compared to upper secondary school students. In terms of argumentation, both groups of students were able to broaden their spectrum of arguments, especially in the area of ethical arguments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01