Life-Cycle Thinking in Inquiry-Based Sustainability Education – Effects on Students’ Attitudes towards Chemistry and Environmental Literacy

dc.creator	Marianne Juntunen
dc.creator	Maija Aksela
dc.date	2013-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:12:04Z
dc.date.available	2015-07-20T22:12:04Z
dc.identifier	1855-9719
dc.identifier	2232-2647
dc.identifier	https://doaj.org/article/dccdb847f7b049de9ac880875d6860b2
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14948
dc.description	The aim of the present study is to improve the quality of students’ environmental literacy and sustainability education in chemistry teaching by combining the socio-scientific issue of life-cycle thinking with inquiry-based learning approaches. This case study presents results from an inquiry-based life-cycle thinking project: an interdisciplinary teaching model designed by chemistry teachers. The strength of the project is that upper-secondary students (N=105) are allowed to investigate the life cycle of an optional product based on their own interest. Studentcentred teaching methods are suggested to promote the students’ interest in studying. The research question was: How does an inquiry-based life-cycle thinking project in chemistry education affect students’ chemistry attitudes and environmental literacy? The research methods used included surveys and semi-structured interviews. The study shows that the project positively affected students’ attitudes towards chemistry learning: they valued the independent and collaborative learning setting. The changes in the students’ environmental literacy were evident in their new realisations: they emphasised the importance of environmental protection and recycling, but perceived that changing their own behaviour is still difficult. The inquiry-based teaching of life-cycle thinking can be seen as an effective approach to more motivating and sustainable chemistry education. Further research should address the kinds of knowledge outcomes that this type of inquiry-based life-cycle teaching creates in students. Furthermore, other useful approaches to teaching sustainable development in chemistry lessons should be shared.
dc.language	English
dc.language	Slovene
dc.publisher	University of Ljubljana
dc.relation	http://www.cepsj.si/pdfs/cepsj_3_2/cepsj_pp157-180_juntunen.pdf
dc.relation	https://doaj.org/toc/1855-9719
dc.relation	https://doaj.org/toc/2232-2647
dc.rights	CC BY
dc.source	CEPS Journal : Center for Educational Policy Studies Journal, Vol 3, Iss 2, Pp 157-180 (2013)
dc.subject	Attitudes
dc.subject	Chemistry learning
dc.subject	Environmental literacy
dc.subject	Inquiry-based learning
dc.subject	Life-cycle thinking
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Life-Cycle Thinking in Inquiry-Based Sustainability Education – Effects on Students’ Attitudes towards Chemistry and Environmental Literacy
dc.type	article