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
Robby Zidny 1 2 * , Ayu Ningtias Laraswati 3, Ingo Eilks 1 *
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1 Department of Biology and Chemistry, Institute for Science Education, University of Bremen, 28359 Bremen, GERMANY
2 Department of Chemistry Education, Faculty of Teacher Training and Education, University of Sultan Ageng Tirtayasa, 42117 Serang, INDONESIA
3 Madrasah Aliyah Negeri 2 Kota Serang, Indonesian Ministry of Religious Affairs, Serang, INDONESIA
* Corresponding Author

Abstract

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/10979

EURASIA J Math Sci Tech Ed, 2021 - Volume 17 Issue 7, Article No: em1981

Publication date: 13 Jun 2021

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