Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory context

Nicole Garner; Antje Siol; Johannes Huwer; Rolf Hellman Rolf Hempelmann; Ingo Eilks

doi:10.31129/lumat.v3i4.1016

Authors

Nicole Garner Institute of Science Education (IDN) – Chemistry Education Group, University of Bremen, Germany
Antje Siol Center for Environmental Research and Sustainable Technology (UFT), University of Bremen, Germany
Johannes Huwer Physical Chemistry, Saarland University, Saarbrücken, Germany
Rolf Hellman Rolf Hempelmann Physical Chemistry, Saarland University, Saarbrücken, Germany
Ingo Eilks Institute of Science Education (IDN) – Chemistry Education Group, University of Bremen, Germany

DOI:

https://doi.org/10.31129/lumat.v3i4.1016

Abstract

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.

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