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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.
Robby Zidny; Ingo Eilks; Ayu Ningtias Laraswati. 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. Eurasia Journal of Mathematics, Science and Technology Education 2021, 17, em1981 .
AMA StyleRobby Zidny, Ingo Eilks, Ayu Ningtias Laraswati. 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. Eurasia Journal of Mathematics, Science and Technology Education. 2021; 17 (7):em1981.
Chicago/Turabian StyleRobby Zidny; Ingo Eilks; Ayu Ningtias Laraswati. 2021. "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." Eurasia Journal of Mathematics, Science and Technology Education 17, no. 7: em1981.
Vorgestellt wird ein Projekt, das Tablets zum Lerngegenstand im Chemieunterricht macht. Aufbauend auf einer Augmented-Reality-Lernumgebung lernen die Schülerinnen und Schüler über die verschiedenen Komponenten eines Tablets und die hierfür wichtigen chemischen Rohstoffe und Technologien. Die Lernumgebung kann im Schulunterricht oder Distanzlernen, aber auch in Verbindung mit einem Besuch im Schülerlabor genutzt werden.
Johannes Huwer; Catherine Barth; Antje Siol; Ingo Eilks. Combining reflections on education for sustainability and digitalization – learning with and about the sustainable use of tablets along an augmented reality learning environment. CHEMKON 2021, 1 .
AMA StyleJohannes Huwer, Catherine Barth, Antje Siol, Ingo Eilks. Combining reflections on education for sustainability and digitalization – learning with and about the sustainable use of tablets along an augmented reality learning environment. CHEMKON. 2021; ():1.
Chicago/Turabian StyleJohannes Huwer; Catherine Barth; Antje Siol; Ingo Eilks. 2021. "Combining reflections on education for sustainability and digitalization – learning with and about the sustainable use of tablets along an augmented reality learning environment." CHEMKON , no. : 1.
This paper describes state-of-the-art green and sustainable chemistry education (GSCE) research in mainland China based on a systematic review of the literature. The current situation in secondary and tertiary education is explored and compared. Our analysis found that research in GSCE for secondary education basically focuses on the introduction of teaching strategies and on ‘greening’ required chemistry experiments. Socio-scientific issues-based teaching is initially concerning. Secondary school students' and teachers' awareness of and behaviors surrounding green chemistry are generally weak; related teaching examples or models remain a rare occurrence. In tertiary education, multiple teaching methods are reported and changes in practical work are more elaborated. Overall, GSCE research literature in mainland China is in its preliminary stage, while the currently used chemistry curriculum standards highlight the importance of GSCE at the high school level, which brings a new chance for developing GSCE in Chinese chemistry education. Some suggestions for GSCE in mainland China are derived from the results.
Baoyu Li; Ingo Eilks. A systematic review of the green and sustainable chemistry education research literature in mainland China. Sustainable Chemistry and Pharmacy 2021, 21, 100446 .
AMA StyleBaoyu Li, Ingo Eilks. A systematic review of the green and sustainable chemistry education research literature in mainland China. Sustainable Chemistry and Pharmacy. 2021; 21 ():100446.
Chicago/Turabian StyleBaoyu Li; Ingo Eilks. 2021. "A systematic review of the green and sustainable chemistry education research literature in mainland China." Sustainable Chemistry and Pharmacy 21, no. : 100446.
Das Konzept der grünen Chemie ist ein wichtiger Beitrag der Chemie zu mehr Nachhaltigkeit. In Anbetracht der Notwendigkeit von mehr Nachhaltigkeitsbildung auch im Chemieunterricht der Sekundarstufe I beschreiben wir eine Unterrichtsreihe, die ausgewählte Aspekte der grünen Chemie bereits in der SI behandelt. Kontext dafür ist die Nachhaltigkeit des Inhaltsstoffs L‐Carvon in Kosmetikprodukten. Die Unterrichtsreihe wurde bisher im Wahlpflichtunterricht der Jahrgänge 8 und 9 erprobt, evaluiert und im Rahmen Partizipativer Aktionsforschung optimiert.
Michael Linkwitz; Nadja Belova; Ingo Eilks. Teaching about green and sustainable chemistry already in lower secondary chemistry education? – The project “Cosmetics go green”. CHEMKON 2021, 28, 155 -161.
AMA StyleMichael Linkwitz, Nadja Belova, Ingo Eilks. Teaching about green and sustainable chemistry already in lower secondary chemistry education? – The project “Cosmetics go green”. CHEMKON. 2021; 28 (4):155-161.
Chicago/Turabian StyleMichael Linkwitz; Nadja Belova; Ingo Eilks. 2021. "Teaching about green and sustainable chemistry already in lower secondary chemistry education? – The project “Cosmetics go green”." CHEMKON 28, no. 4: 155-161.
Indigenous science is comprised of the science-related knowledge and associated practices of indigenous cultures. Indigenous science provides rich contexts that can contribute to understanding the relationship of sociocultural life and environmental ethics in certain communities. It can also lead to better reflection upon Western modern views of science. Based on a qualitative analysis of indigenous science in the Baduy community (Indonesia), we describe how indigenous science can provide relevant contexts for students to learn scientific concepts, as well as help them to recognise the value of promoting sustainability. We present potential topics encompassing the sociocultural context of Baduy science that can be associated with sustainability issues. Topics were identified from six themes (agriculture, medicine, natural dyes, household chemicals, renewable energy, and astronomy). Potential implications of these topics to science learning are also presented. We view contextualization of science teaching and learning by indigenous science as a promising source to enhance students’ perception of the relevance of science learning. It can also promote education for sustainable development.
Robby Zidny; S Solfarina; Ratna Aisyah; Ingo Eilks. Exploring Indigenous Science to Identify Contents and Contexts for Science Learning in Order to Promote Education for Sustainable Development. Education Sciences 2021, 11, 114 .
AMA StyleRobby Zidny, S Solfarina, Ratna Aisyah, Ingo Eilks. Exploring Indigenous Science to Identify Contents and Contexts for Science Learning in Order to Promote Education for Sustainable Development. Education Sciences. 2021; 11 (3):114.
Chicago/Turabian StyleRobby Zidny; S Solfarina; Ratna Aisyah; Ingo Eilks. 2021. "Exploring Indigenous Science to Identify Contents and Contexts for Science Learning in Order to Promote Education for Sustainable Development." Education Sciences 11, no. 3: 114.
Nachhaltigkeit in der Chemie manifestiert sich unter anderem im Konzept der Grünen Chemie. Ein Ansatz innerhalb der grünen Chemie ist effektive Katalyse, insbesondere enzymatische Katalyse unter milden Reaktionsbedingungen. Dieser Aufsatz legitimiert die intensivere Auseinandersetzung mit der enzymatischen Katalyse im Kontext der Grünen Chemie im Chemieunterricht der Sekundarstufe II. Es werden eine Reihe von Versuchen mit immobilisierten Enzymen für diesen Zusammenhang vorgeschlagen, die in verschiedenen Oberstufenkursen mehrfach erprobt wurden.
Michael Linkwitz; Ingo Eilks. Experiments with immobilized enzymes as a contribution to learning about green chemistry in chemistry classes. CHEMKON 2021, 1 .
AMA StyleMichael Linkwitz, Ingo Eilks. Experiments with immobilized enzymes as a contribution to learning about green chemistry in chemistry classes. CHEMKON. 2021; ():1.
Chicago/Turabian StyleMichael Linkwitz; Ingo Eilks. 2021. "Experiments with immobilized enzymes as a contribution to learning about green chemistry in chemistry classes." CHEMKON , no. : 1.
Central role of future professionals in chemistry to promote alternatives towards sustainability.
Vânia G. Zuin; Ingo Eilks; Myriam Elschami; Klaus Kümmerer. Education in green chemistry and in sustainable chemistry: perspectives towards sustainability. Green Chemistry 2021, 23, 1594 -1608.
AMA StyleVânia G. Zuin, Ingo Eilks, Myriam Elschami, Klaus Kümmerer. Education in green chemistry and in sustainable chemistry: perspectives towards sustainability. Green Chemistry. 2021; 23 (4):1594-1608.
Chicago/Turabian StyleVânia G. Zuin; Ingo Eilks; Myriam Elschami; Klaus Kümmerer. 2021. "Education in green chemistry and in sustainable chemistry: perspectives towards sustainability." Green Chemistry 23, no. 4: 1594-1608.
This study explores the views of Indonesian junior high school pre-service science teachers (PSTs) towards teaching based on socio-scientific issues (SSIs). Questionnaires were analyzed qualitatively and descriptively. The PSTs (N=62) acknowledged that student competencies ranging from personal to socially relevant skills as well as character formation can potentially be developed through SSI-based instruction. The PSTs mentioned several challenges which may hinder implementation of SSI-based instruction. These include the interdisciplinary and controversial nature of SSIs, a lack of familiarity regarding SSIs, the lack of necessary student skills, insufficient teacher expertise, and curriculum constraints. The PSTs viewed SSIs as able to potentially enhance their personal competencies through SSI-based instruction, mostly with regard to pedagogical skills. The relevance of SSI-based instruction was, however, not seen in as positive a light as the participants’ views on the need of character building. The PSTs’ intentions to later implementing SSI-based instruction ranged from medium to high.
Safwatun Nida; Vita Ria Mustikasari; Ingo Eilks. Indonesian Pre-Service Science Teachers’ Views on Socio-Scientific Issues-Based Science Learning. Eurasia Journal of Mathematics, Science and Technology Education 2021, 17, em1932 .
AMA StyleSafwatun Nida, Vita Ria Mustikasari, Ingo Eilks. Indonesian Pre-Service Science Teachers’ Views on Socio-Scientific Issues-Based Science Learning. Eurasia Journal of Mathematics, Science and Technology Education. 2021; 17 (1):em1932.
Chicago/Turabian StyleSafwatun Nida; Vita Ria Mustikasari; Ingo Eilks. 2021. "Indonesian Pre-Service Science Teachers’ Views on Socio-Scientific Issues-Based Science Learning." Eurasia Journal of Mathematics, Science and Technology Education 17, no. 1: em1932.
This paper presents a case study looking at the use of daily life contexts and socio-scientific issues by pre-service science teachers (PSTs) in Indonesia during their final year teaching internship. The study is based on a questionnaire distributed to 42 PSTs at a State University in East-Java after they took part in a teaching internship program. The questionnaire focuses on the contexts the PSTs used in their teaching and how the contexts were used. Additionally, eight of the PSTs who taught a unit on environmental pollution were interviewed to more deeply explore how deeply they referred to real-world contexts in their teaching practice and whether or not they presented the topics as socio-scientific issues (SSIs). Most of the PSTs stated that they had used daily life contexts quite often when teaching. The most frequent contexts the PSTs used were daily life objects and questions related to society and the environment. The contexts were mostly introduced at the beginning of the lesson, before the science content was taught. They suggested that the function of contexts was generally for motivational purposes and for student engagement with science concepts. The contexts were rarely used to provoke societal discussions, even though the PSTs acknowledged that many contexts can be used in the sense of socio-scientific issues and were considered to potentially provoke discussions beyond science.
Safwatun Nida; Novida Pratiwi; Ingo Eilks. A Case Study on the Use of Contexts and Socio-Scientific Issues-Based Science Education by Pre-service Junior High School Science Teachers in Indonesia During Their Final Year Teaching Internship. Frontiers in Education 2021, 5, 1 .
AMA StyleSafwatun Nida, Novida Pratiwi, Ingo Eilks. A Case Study on the Use of Contexts and Socio-Scientific Issues-Based Science Education by Pre-service Junior High School Science Teachers in Indonesia During Their Final Year Teaching Internship. Frontiers in Education. 2021; 5 ():1.
Chicago/Turabian StyleSafwatun Nida; Novida Pratiwi; Ingo Eilks. 2021. "A Case Study on the Use of Contexts and Socio-Scientific Issues-Based Science Education by Pre-service Junior High School Science Teachers in Indonesia During Their Final Year Teaching Internship." Frontiers in Education 5, no. : 1.
This study focused on inquiring into undergraduate chemistry professors’ efforts in North America to increase student motivation and interest in the subject and the feasibility of methods that connect students to real world applications and societal issues related to chemistry. A survey was distributed to chemistry instructors at post-secondary institutions across the United States and Canada asking about the usage of methods and tools to deliver content aiming at raising students’ perception of the relevance of learning chemistry (N = 124). The instrument also asked about instructors’ perceptions related to assessment, as well as their perception of how their students value the integration of socio-scientific issues into the curriculum. A chi-squared analysis was performed to identify groups of individuals whose responses were disproportionate, compared to the distribution of responses from the sample, in order to identify any unique occurrences. In general, the usage of real-world applications and socio-scientific issues in post-secondary chemistry courses tends to be related to instructors’ value of the role of these topics in their courses, comfort level with the topics, and preferred approaches to developing and implementing the course materials.
Anna George; Christian Zowada; Ingo Eilks; Ozcan Gulacar. Exploring Chemistry Professors’ Methods of Highlighting the Relevancy of Chemistry: Opportunities, Obstacles, and Suggestions to Improve Students’ Motivation in Science Classrooms. Education Sciences 2021, 11, 13 .
AMA StyleAnna George, Christian Zowada, Ingo Eilks, Ozcan Gulacar. Exploring Chemistry Professors’ Methods of Highlighting the Relevancy of Chemistry: Opportunities, Obstacles, and Suggestions to Improve Students’ Motivation in Science Classrooms. Education Sciences. 2021; 11 (1):13.
Chicago/Turabian StyleAnna George; Christian Zowada; Ingo Eilks; Ozcan Gulacar. 2021. "Exploring Chemistry Professors’ Methods of Highlighting the Relevancy of Chemistry: Opportunities, Obstacles, and Suggestions to Improve Students’ Motivation in Science Classrooms." Education Sciences 11, no. 1: 13.
This paper presents a qualitative cross-level study with a focus on prospective and in-service teachers’ pedagogical content knowledge (PCK) of redox reactions in Germany. The objective was to investigate and analyze the differences in PCK between those in pre-service teacher education and those working as teachers. The sample included four different groups: bachelor’s students, master’s students, graduate teacher trainees, and in-service teachers. Data were collected by an online questionnaire and semi-structured interviews. The online questionnaire was developed based on misconceptions and learning difficulties regarding redox reactions. Sixty-two participants answered the questionnaire and the interviews were carried out with twelve participants. The results revealed that teaching experience makes a difference. Pre-service teachers described quite traditional and content-focused approaches while experienced teachers emphasized the application of the content. Experienced teachers showed a more developed repertoire of instructional strategies. Participants differed also in their knowledge about learners and the curriculum. Concerning assessment, practices were at a quite general pedagogical knowledge level and not domain-specific. Although teacher education in Germany includes several chances for internships, it is suggested that central aspects of teachers’ PCK start to develop and settle only when they begin to work as teachers. To avoid perpetuating traditional practices, investment in continuous professional development is needed.
Luciane F. Goes; Carmen Fernandez; Ingo Eilks. The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education. Education Sciences 2020, 10, 170 .
AMA StyleLuciane F. Goes, Carmen Fernandez, Ingo Eilks. The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education. Education Sciences. 2020; 10 (7):170.
Chicago/Turabian StyleLuciane F. Goes; Carmen Fernandez; Ingo Eilks. 2020. "The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education." Education Sciences 10, no. 7: 170.
Chemistry is traditionally perceived as difficult to comprehend. Its mastery requires that a variety of concepts be linked to form an organized knowledge system. The connections need to be made not only between the concepts associated with the macroscopic level of the chemistry triplet but also between the submicroscopic and symbolic levels. Many factors influence a learner’s success in bridging concepts between these levels. In this study, the aim was to identify and examine the changes in general chemistry students’ knowledge structures by utilizing Word Association Tests. Although many studies have examined knowledge structures and aspects of the chemistry triplet, almost none has considered both at the same time. This study highlights the interconnectedness between the chemistry triplet and changing knowledge structures in overall student populations and in high- and low-achieving students. It provides insights on why students fail to understand chemistry and suggests ideas for future research as limiting factors were noted.
Ozcan Gulacar; Alexandra Milkey; Ingo Eilks. Exploring Cluster Changes in Students’ Knowledge Structures Throughout General Chemistry. Eurasia Journal of Mathematics, Science and Technology Education 2020, 16, em1850 .
AMA StyleOzcan Gulacar, Alexandra Milkey, Ingo Eilks. Exploring Cluster Changes in Students’ Knowledge Structures Throughout General Chemistry. Eurasia Journal of Mathematics, Science and Technology Education. 2020; 16 (6):em1850.
Chicago/Turabian StyleOzcan Gulacar; Alexandra Milkey; Ingo Eilks. 2020. "Exploring Cluster Changes in Students’ Knowledge Structures Throughout General Chemistry." Eurasia Journal of Mathematics, Science and Technology Education 16, no. 6: em1850.
The decisions and actions that chemistry educators make regarding why, what, how, and when to teach certain content or implement a specific instructional activity are often guided, but also constrained, by explicit or implicit “didaktik models”. These types of models direct our attention and actions when designing curricula, planning for instruction, or assessing the learning process. They also give educators a professional language when talking or reflecting about teaching and learning. When used systematically, didaktik models support the implementation of research-based instructional practices and are helpful in the professional development of educators. In this essay, we describe, analyze, and discuss the nature and utility of didaktik models in chemistry education and argue that it is critical for chemistry educators to recognize and reflect on the types of models that guide their work.
Jesper Sjöström; Ingo Eilks; Vicente Talanquer. Didaktik Models in Chemistry Education. Journal of Chemical Education 2020, 97, 910 -915.
AMA StyleJesper Sjöström, Ingo Eilks, Vicente Talanquer. Didaktik Models in Chemistry Education. Journal of Chemical Education. 2020; 97 (4):910-915.
Chicago/Turabian StyleJesper Sjöström; Ingo Eilks; Vicente Talanquer. 2020. "Didaktik Models in Chemistry Education." Journal of Chemical Education 97, no. 4: 910-915.
In this paper, we suggest integrating perspectives from indigenous and Western science into chemistry learning. Doing so is suggested to enhance students' views on sustainability issues. Integrating indigenous and Western views can provide students with insight into using multiple perspectives. Cross-disciplinary knowledge offers ways to solve problems more holistically and to promote respect for different worldviews. This claim is supported by a case study testing a lesson plan incorporating indigenous science in secondary and tertiary chemistry education. The study was carried out in Indonesia and used a socio-scientific issues-based, sustainability-oriented approach and the context of the Baduy community. University student teachers (n = 73) and upper secondary school students (n = 40) participated in this study. The study focuses on pesticide use, including a discussion of alternative, green pesticide use in an indigenous community. The lesson focuses on the role of different perspectives taken from indigenous and Western science and connects the issue with chemistry concepts from general and organic chemistry. A post-intervention questionnaire (ten Likert scale items and one open-ended question) was used to explore students' feedback regarding the learners' experiences and attitudes towards the lesson plan. Data were analyzed using descriptive statistics and text analysis. Our findings indicate that students' perception of the lesson was positive and that the lesson was considered to be interesting and relevant. Learning by integrating perspectives of indigenous and Western science aided students’ insight. It showed them that chemistry learning can be enriched by an interconnected system of worldviews in order to find solutions to sustainability issues.
Robby Zidny; Ingo Eilks. Integrating perspectives from indigenous knowledge and Western science in secondary and higher chemistry learning to contribute to sustainability education. Sustainable Chemistry and Pharmacy 2020, 16, 100229 .
AMA StyleRobby Zidny, Ingo Eilks. Integrating perspectives from indigenous knowledge and Western science in secondary and higher chemistry learning to contribute to sustainability education. Sustainable Chemistry and Pharmacy. 2020; 16 ():100229.
Chicago/Turabian StyleRobby Zidny; Ingo Eilks. 2020. "Integrating perspectives from indigenous knowledge and Western science in secondary and higher chemistry learning to contribute to sustainability education." Sustainable Chemistry and Pharmacy 16, no. : 100229.
Gerade in der heutigen Zeit wird von verschiedensten Akteuren ein starker Wandel hin zur Nachhaltigkeit gefordert, wobei die Chemie durch grüne und nachhaltige Verfahrensweisen geprägt sein soll. Aber wann ist Chemie nachhaltig? Um dies zu reflektieren, entwickelt die Fachdisziplin selbst kontinuierlich entsprechende Instrumente der Nachhaltigkeitsbewertung für Chemikalien und Prozesse. Dieser Artikel gibt einen Überblick über aktuelle Entwicklungen und macht Vorschläge, wie solche Nachhaltigkeitsbewertungen Eingang in den Chemieunterricht in der Sekundarstufe finden können.
Christian Zowada; Michael Linkwitz; Antje Siol; Ingo Eilks. Evaluating Sustainability in chemistry teaching. CHEMKON 2020, 27, 365 -372.
AMA StyleChristian Zowada, Michael Linkwitz, Antje Siol, Ingo Eilks. Evaluating Sustainability in chemistry teaching. CHEMKON. 2020; 27 (8):365-372.
Chicago/Turabian StyleChristian Zowada; Michael Linkwitz; Antje Siol; Ingo Eilks. 2020. "Evaluating Sustainability in chemistry teaching." CHEMKON 27, no. 8: 365-372.
Ozcan Gulacar; Christian Zowada; Sally Burke; Aryana Nabavizadeh; Ashley Bernardo; Ingo Eilks. Integration of a sustainability-oriented socio-scientific issue into the general chemistry curriculum: Examining the effects on student motivation and self-efficacy. Sustainable Chemistry and Pharmacy 2020, 15, 1 .
AMA StyleOzcan Gulacar, Christian Zowada, Sally Burke, Aryana Nabavizadeh, Ashley Bernardo, Ingo Eilks. Integration of a sustainability-oriented socio-scientific issue into the general chemistry curriculum: Examining the effects on student motivation and self-efficacy. Sustainable Chemistry and Pharmacy. 2020; 15 ():1.
Chicago/Turabian StyleOzcan Gulacar; Christian Zowada; Sally Burke; Aryana Nabavizadeh; Ashley Bernardo; Ingo Eilks. 2020. "Integration of a sustainability-oriented socio-scientific issue into the general chemistry curriculum: Examining the effects on student motivation and self-efficacy." Sustainable Chemistry and Pharmacy 15, no. : 1.
This survey explored Indonesian science teachers’ experience and perceptions toward science teaching that is based on socio-scientific issues (SSIs). The participants were asked whether or not they already used corresponding practices in their own teaching and whether they experienced any challenges in implementing SSI-based pedagogies. Further focal points were the teachers’ views on student competencies that can be fostered through SSI-based education, the connection of SSI-based pedagogies with students’ character formation, potential topics for implementing SSIs in science education, and the teachers’ interest in such implementation. Data were collected with the help of a questionnaire that was administered to 99 science teachers. This was then followed up by interviews with 20 intentionally selected teachers taken from the overall sample. The study revealed that teachers’ familiarity with SSI-based pedagogies varies greatly. Regardless of their familiarity with the term, some of the teachers had already implemented corresponding practices at varying levels of intensity. Although almost all of the participants saw potential in SSI-based pedagogies for increasing student competency development and character formation, most of the respondents did not implement SSI-based teaching very often in their lessons. They mentioned several challenges that hindered them in implementing SSI in their teaching practices. Reasons included the lack of necessary students’ competencies, a lack of teacher expertise, the content in the official curriculum, inadequate facilities, and a lack of time for lesson preparation and implementation. When asked for ideas in implementing SSI-based education, teachers basically suggested topics related to the environment or technology as suitable for SSI-based education. In spite of the many challenges, most of the teachers were still interested in implementing SSIs in their classes.
Safwatun Nida; Sri Rahayu; Ingo Eilks. A Survey of Indonesian Science Teachers’ Experience and Perceptions toward Socio-Scientific Issues-Based Science Education. Education Sciences 2020, 10, 39 .
AMA StyleSafwatun Nida, Sri Rahayu, Ingo Eilks. A Survey of Indonesian Science Teachers’ Experience and Perceptions toward Socio-Scientific Issues-Based Science Education. Education Sciences. 2020; 10 (2):39.
Chicago/Turabian StyleSafwatun Nida; Sri Rahayu; Ingo Eilks. 2020. "A Survey of Indonesian Science Teachers’ Experience and Perceptions toward Socio-Scientific Issues-Based Science Education." Education Sciences 10, no. 2: 39.
Chemistry, with its related technical applications, is of crucial importance for creating a sustainable future. Without chemistry, current challenges will be difficult to solve. Such problems include meeting most of the Sustainable Development Goals (SDGs) announced by the United Nations and adherence to planetary limits, for example, novel chemical substances being released to the environment, biochemical flows, and climate change. Such challenges can, however, only be solved via transdisciplinary approaches. They can never be fully explored by a single discipline only, either in reality or in the context of teaching and learning. In order to strengthen education for sustainable development (ESD), we suggest including geographical perspectives in science education. Geography commits itself to the analysis of human-environment systems and combines social perspectives with those found in the natural sciences. In our opinion, such an approach can increase the educational value of science learning, e.g. in the case of chemistry education. An exploratory interview study with twelve purposefully selected chemistry teachers was recently conducted in order to explore chemistry teachers’ views on implementing geographical perspectives. This study reveals that German chemistry teachers view such inclusion as generally positive, but also recognize limitations in the approach due to curricular and time constraints.
Christian Zowada; Nadja Belova; Ingo Eilks. Enhancing Education for Sustainable Development Through Geographical Perspectives in Chemistry Teaching. International Journal of Science and Mathematics Education 2020, 19, 87 -109.
AMA StyleChristian Zowada, Nadja Belova, Ingo Eilks. Enhancing Education for Sustainable Development Through Geographical Perspectives in Chemistry Teaching. International Journal of Science and Mathematics Education. 2020; 19 (1):87-109.
Chicago/Turabian StyleChristian Zowada; Nadja Belova; Ingo Eilks. 2020. "Enhancing Education for Sustainable Development Through Geographical Perspectives in Chemistry Teaching." International Journal of Science and Mathematics Education 19, no. 1: 87-109.
Indigenous knowledge provides specific views of the world held by various indigenous peoples. It offers different views on nature and science that generally differ from traditional Western science. Futhermore, it introduces different perspectives on nature and the human in nature. Coming basically from a Western perspective on nature and science, the paper analyzes the literature in science education focusing on research and practices of integrating indigenous knowledge with science education. The paper suggests Didaktik models and frameworks for how to elaborate on and design science education for sustainability that takes indigenous knowledge and related non-Western and alternative Western ideas into consideration. To do so, indigenous knowledge is contextualized with regards to related terms (e.g., ethnoscience), and with Eastern perspectives (e.g., Buddhism), and alternative Western thinking (e.g., post-human Bildung). This critical review provides justification for a stronger reflection about how to include views, aspects, and practices from indigenous communities into science teaching and learning. It also suggests that indigenous knowledge offers rich and authentic contexts for science learning. At the same time, it provides chances to reflect views on nature and science in contemporary (Western) science education for contributing to the development of more balanced and holistic worldviews, intercultural understanding, and sustainability.
Robby Zidny; Jesper Sjöström; Ingo Eilks. A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability. Science & Education 2020, 29, 145 -185.
AMA StyleRobby Zidny, Jesper Sjöström, Ingo Eilks. A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability. Science & Education. 2020; 29 (1):145-185.
Chicago/Turabian StyleRobby Zidny; Jesper Sjöström; Ingo Eilks. 2020. "A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability." Science & Education 29, no. 1: 145-185.
Green chemistry represents one of chemistry’s responses to the demand for more sustainability in chemistry research and its related industries. The concept of green chemistry has already begun to change the way chemistry is conceptualized in the 21st century. The goal is to change research and practices toward more environmentally benign products, more energy efficiency, lower levels of hazardous waste, and increased levels of safety. Green chemistry also implies that change is needed in how chemistry is taught. This chapter discusses an initiative to thoroughly integrate green and sustainable chemistry thinking into chemistry education starting from the high school level. It presents a cyclical curriculum development project based on action research in order to change the chemistry curriculum in German senior high school education. The basics of the project, current curriculum design, and first findings are reported.
Michael Linkwitz; Ingo Eilks. Greening the Senior High School Chemistry Curriculum: An Action Research Initiative. ACS Symposium Series 2020, 55 -68.
AMA StyleMichael Linkwitz, Ingo Eilks. Greening the Senior High School Chemistry Curriculum: An Action Research Initiative. ACS Symposium Series. 2020; ():55-68.
Chicago/Turabian StyleMichael Linkwitz; Ingo Eilks. 2020. "Greening the Senior High School Chemistry Curriculum: An Action Research Initiative." ACS Symposium Series , no. : 55-68.