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.

This cross-sectional study examined how the progression and consistency of students’ understanding of thermal concepts in everyday contexts changes across the grade levels. A total of 656 Turkish students from Grade 8 (age 13–14), Grade 10 (age 15–16), and the first year of college (age 19–20) participated in the study. The data were analysed using statistical procedures (descriptive and inferential). Findings indicated a substantial progression in the students’ scientific understanding of thermal concepts across grade levels. In addition, the students’ alternative conceptions about thermal concepts generally decreased in frequency across grade levels, but certain alternative conceptions were observed in every grade level to a similar extent. Even though the number of students who consistently used scientific ideas increased across grade levels, the number of students who consistently used non-scientific ideas decreased across grade levels. However, the number of students who used scientific and non-scientific ideas inconsistently generally increased as they progressed in the science curriculum. These findings can be associated with either fragmentation or alternative conceptions that result from the gradual enrichment processes students experience when they try to integrate scientific concepts into their conceptual frameworks.

The urgent and contemporary challenges of the Anthropocene declare humanity’s vulnerability through complex entanglements and uncertainty. The cause-and-effect relationships and temporality are disturbed; and human-decentred views and materiality come to the fore. Consequently, it becomes challenging to find a “common answer” for how to educate. This thesis engages with this challenge as a prospective-generating project and adopts the concept of Anthropocene as a framing in science education research. More specifically, this thesis focuses on school chemistry content and science teachers. The overarching aim of this thesis is to problematise school chemistry knowledge through the perspective of the Anthropocene. The ambition is to create knowledge about school chemistry knowledge when it is situated in the intersection of content, purposes, and relationships, framed by the challenges of the Anthropocene. Therefore, approaches to school chemistry knowledge in the Anthropocene were explored in this research. This overarching aim is addressed through two research purposes. These research purposes are addressed in four individual studies. Each study has its own theoretical and analytical focus and its own set of research questions. The first purpose is to theoretically elaborate desired school chemistry knowledge areas (Articles I and II). The second purpose is to empirically study how school chemistry knowledge is articulated from (becoming) practitioners’ perspectives when challenged by the Anthropocene (Articles III and IV). To address the first research purpose, school chemistry knowledge areas were problematised in relation to Environmental and Sustainability Education (ESE) and the Anthropocene in two theoretical studies. The theoretical grounding for these studies is the European continental didaktik tradition as well as related powerful knowledge discussions. In Article I, a theoretical didaktik model was developed whilst embedding chemistry education into ESE. Schools are seen as part of society embedded in contemporary global challenges. Emphasizing teachers’ centrality in engaging with didactic questions of why, what, and how, the study proposes a holistic approach to chemistry education with critical perspectives. Building on the first study, Article II adopted the Anthropocene as a challenging framing and perspective regarding chemistry education more generally. By utilizing the discussion of powerful knowings and posthuman Bildung, the article discusses what ChemoKnowings and other SubjectKnowings might mean in relation to the Anthropocene, through the development of didaktik models. One of them is a vision-oriented model to mobilise students’ ethico-socio-political thinking and action. In relation to the second research purpose, empirical studies were conducted from the perspectives of practitioners, namely, experienced chemistry teachers (Article III), and (general) science (“naturkunskap”) teacher students oriented towards upper secondary school (Article IV). While theoretical foundations for these empirical studies were grounded on European continental didaktik, each study has its own analytical lens. Article III explored experienced chemistry teachers’ approach to knowledge when the Anthropocene and the vision-oriented model developed in Article II were the points of departure. The analyses showed that school chemistry knowledge can be a means for teachers to regulate negative emotions associated with the challenges of the Anthropocene. Therefore, solutions to the environmental and sustainability issues were viewed as part of “putting chemistry content on the table”. The teachers viewed school chemistry knowledge as a prerequisite and foundation for students’ awareness and engagement with environmental and sustainability issues. In the article, these results were further discussed in relation to taken-for-granted assumptions on chemistry education and selective traditions. In Article IV, the focus was on the “fresh eyes” of science teacher students. The article explored teacher students’ discussions of future science teaching in the light of the Anthropocene after receiving a lecture on it in a teacher education course. Focus group discussions of science teacher students were analysed with Latour’s “matters of concern” as an analytical lens. Results mainly showed that the shared input of the Anthropocene urged them to express matters of concern whilst adopting a personal and everyday-oriented perspective. On the other hand, they also assumed the role of future professional teachers and approached educational content as matters of concern. Implications for science teacher education were also discussed. The thesis further synthesizes theoretical perspectives and empirical findings. Through theoretical reasoning and knowledge gained from the empirical material, chemistry education is envisioned, urging a transformation from “matters of fact” to “matters of concern”.

The urgent and contemporary challenges of the Anthropocene confront science education and the historical period in which science education has developed. Engaging with this confrontation, the article turned to experienced chemistry teachers in a case study by exploring how they approach school chemistry knowledge in the Anthropocene. Focus group discussions among experienced upper secondary chemistry teachers were analysed to address this aim. Five chemistry teachers deeply immersed in the chemistry discipline discussed chemistry education in the context of the Anthropocene. The participating teachers are experienced with international (Diploma Programme of International Baccalaureate) and national (Swedish) chemistry curricula. The analyses showed that through chemistry knowledge, the teachers mediate conflicting emotions for their students to engage with the challenges of the Anthropocene. Furthermore, realising the entanglements of chemistry with other systems, school chemistry knowledge is viewed as a prerequisite and a central tool for engaging with the ethico-socio-political challenges of the Anthropocene. The article discusses the findings as perspective-generating results, regarding taken-for-granted assumptions on chemistry education and selective traditions.