Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory context
Informal and non-formal science education became major trends in many countries in recent years. Non-formal learning was suggested to help closing gaps in science education, e.g. by providing students an alternative environment to experience practical work. Non-formal education was also suggested to...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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LUMA Centre Finland
2015-09-01
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| Series: | LUMAT |
| Online Access: | https://journals.helsinki.fi/lumat/article/view/1016 |
| _version_ | 1818642989513179136 |
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| author | Nicole Garner Antje Siol Johannes Huwer Rolf Hellman Rolf Hempelmann Ingo Eilks |
| author_facet | Nicole Garner Antje Siol Johannes Huwer Rolf Hellman Rolf Hempelmann Ingo Eilks |
| author_sort | Nicole Garner |
| collection | DOAJ |
| description | Informal and non-formal science education became major trends in many countries in recent years. Non-formal learning was suggested to help closing gaps in science education, e.g. by providing students an alternative environment to experience practical work. Non-formal education was also suggested to offer a chance for curriculum innovations and teacher continuous professional development. One potential field might be Education for Sustainable Development (ESD). Several perspective papers in recent years described that secondary chemistry education is still lacking in implementing education for sustainability and learning about green chemistry. This article describes the project “Sustainability and chemistry in non-formal student laboratories” that was initiated to develop non-formal learning environments to help implementation of ESD and learning about green chemistry. This article presents the goals and structure of the project, including an example taken from practical experience and selected findings from implementing the proposed non-formal learning environments in secondary chemistry classrooms. Impacts on teachers’ professional development and curriculum innovation are also addressed.
Full text |
| first_indexed | 2024-12-16T23:51:49Z |
| format | Article |
| id | doaj.art-e0afe6b22d3044fa9df647907112dfad |
| institution | Directory Open Access Journal |
| issn | 2323-7112 |
| language | English |
| last_indexed | 2024-12-16T23:51:49Z |
| publishDate | 2015-09-01 |
| publisher | LUMA Centre Finland |
| record_format | Article |
| series | LUMAT |
| spelling | doaj.art-e0afe6b22d3044fa9df647907112dfad2022-12-21T22:11:20ZengLUMA Centre FinlandLUMAT2323-71122015-09-013410.31129/lumat.v3i4.1016Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory contextNicole Garner0Antje Siol1Johannes Huwer2Rolf Hellman Rolf Hempelmann3Ingo Eilks4Institute of Science Education (IDN) – Chemistry Education Group, University of Bremen, GermanyCenter for Environmental Research and Sustainable Technology (UFT), University of Bremen, GermanyPhysical Chemistry, Saarland University, Saarbrücken, GermanyPhysical Chemistry, Saarland University, Saarbrücken, GermanyInstitute of Science Education (IDN) – Chemistry Education Group, University of Bremen, GermanyInformal and non-formal science education became major trends in many countries in recent years. Non-formal learning was suggested to help closing gaps in science education, e.g. by providing students an alternative environment to experience practical work. Non-formal education was also suggested to offer a chance for curriculum innovations and teacher continuous professional development. One potential field might be Education for Sustainable Development (ESD). Several perspective papers in recent years described that secondary chemistry education is still lacking in implementing education for sustainability and learning about green chemistry. This article describes the project “Sustainability and chemistry in non-formal student laboratories” that was initiated to develop non-formal learning environments to help implementation of ESD and learning about green chemistry. This article presents the goals and structure of the project, including an example taken from practical experience and selected findings from implementing the proposed non-formal learning environments in secondary chemistry classrooms. Impacts on teachers’ professional development and curriculum innovation are also addressed. Full texthttps://journals.helsinki.fi/lumat/article/view/1016 |
| spellingShingle | Nicole Garner Antje Siol Johannes Huwer Rolf Hellman Rolf Hempelmann Ingo Eilks Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory context LUMAT |
| title | Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory context |
| title_full | Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory context |
| title_fullStr | Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory context |
| title_full_unstemmed | Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory context |
| title_short | Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory context |
| title_sort | implementing innovations in chemistry learning and sustainability education in a non formal student laboratory context |
| url | https://journals.helsinki.fi/lumat/article/view/1016 |
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