scholarly journals Review on education for sustainable development: system thinking for sustainable chemistry education curriculum

2020 ◽  
Vol 1521 ◽  
pp. 042080
Author(s):  
A S Shidiq ◽  
A Permanasari ◽  
Hernani
Keyword(s):  
Sustainable Development ◽  
Chemistry Education ◽  
Education For Sustainable Development ◽  
System Thinking ◽  
Sustainable Chemistry ◽  
Education Curriculum ◽  
Development System

Education for sustainable development in chemistry – challenges, possibilities and pedagogical models in Finland and elsewhere

2014 ◽  
Vol 15 (4) ◽  
pp. 488-500 ◽  
Author(s):  
M. K. Juntunen ◽  
M. K. Aksela
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Green Chemistry ◽  
Chemistry Education ◽  
Sustainability Science ◽  
Education For Sustainable Development ◽  
Chemistry Teachers ◽  
Current State ◽  
Pedagogical Models ◽  
Pedagogical Frameworks

This article analyses Education for Sustainable Development (ESD) in chemistry by reviewing existing challenges and future possibilities on the levels of the teacher and the student. Pedagogical frameworks that are found eligible in practice are reviewed. Lesson themes that are suitable for implementing socio-scientific issues (SSI) related to ESD into basic chemistry education at schools are discussed. Based on this analysis, three new demonstrative pedagogical models for ESD in chemistry are presented to help guide the work of teachers. The models draw on an interdisciplinary reading of research in the field of SSI-based science education, sustainability science, green chemistry and environmental education. The current state of ESD in Finnish chemistry education is used as an example case throughout the article. Two tasks where future development is required were recognised. The first task concerns supporting chemistry teachers in overcoming the challenges with SSI and ESD they face in their work. The second task is to ensure that students are more often provided with more relevant and flexible chemistry content and studying methods.

A framework for integrating sustainable development concepts into the chemistry curriculum towards achieving education for sustainable development in Malaysia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Suganty Kanapathy ◽  
Khai Ern Lee ◽  
Mazlin Mokhtar ◽  
Sharifah Zarina Syed Zakaria ◽  
Subarna Sivapalan
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Sustainable Chemistry ◽  
Chemistry Curriculum ◽  
Chemistry Teaching ◽  
Content Type ◽  
Higher Education Curriculum ◽  
Study Approach ◽  
Foundation Programme ◽  
Open Coding

Purpose In Malaysia, research indicates that there is an interest amongst the stakeholders, namely, administrators and academicians to be engaged in education for sustainable development (SD), but it is rarely implemented as a part of the higher education curriculum due to various barriers. This paper aims to develop a framework for integrating SD concepts into the chemistry curriculum, using a case study approach. Design/methodology/approach This study was conducted at a local university located in Selangor, Malaysia, offering a foundation programme to students between 17 to 18 years of age. Data was collected using a qualitative approach that involved 12 experts as informants. The collected data was analysed via three coding stages, namely, open coding, category coding and thematic encoding using Atlas.ti 7.0 software. Findings The research revealed that six aspects contribute to the integration of SD concepts into the chemistry curriculum, namely, educational policy, awareness, resources, curriculum, pedagogical approach and stakeholders’ engagement. The proposed framework was formulated by considering these aspects. Originality/value The findings of this study can be used as a guide to facilitate the integration of SD concepts into the chemistry curriculum. It is expected to encourage the involvement of more teachers in adopting sustainable chemistry teaching.

scholarly journals Promoting Sustainable Life through Education for Sustainable Development (ESD) and Religious Education

2020 ◽  
Vol 1 (1) ◽  
pp. 35 ◽  
Author(s):  
Sari Okta Fiana ◽  
Fahrurrazi Fahrurrazi
Keyword(s):  
Sustainable Development ◽  
Religious Education ◽  
National Curriculum ◽  
Environmental Issues ◽  
Education For Sustainable Development ◽  
Junior High Schools ◽  
Education Curriculum ◽  
The Core ◽  
Good People ◽  
Depth Interview

This paper aims to scrutinize how Indonesian religious education, particularly the 2013 curriculum of junior high schools (7-9-year-old), has addressed environmental issues in its concepts or practices. In the Indonesian context, Education for Sustainable Development (ESD) has been implemented since 2009, and it ideally should be integrative in the curriculum. Religious education as the core of the national curriculum has pivotal roles in guiding students on how to be good people. In line with the ESD vision in preserving this Earth, a religious education curriculum has visions similar to the ESD. Therefore, this research reviewed the religious education curriculum literature and conducted an in-depth interview with five religious education teachers. Its results conveyed that the ESD values have existed within the religious education curriculum. However, practically it is less effective because the curriculum tends to focus on cognitive goals. In addition, more training is necessary to increase teachers’ capacity.

Interdisciplinarity as a key to green chemistry education and education for sustainable development

2018 ◽  
Vol 7 (1) ◽  
pp. 49-56
Author(s):  
Лилиана Маммино ◽  
Liliana Mammino
Keyword(s):  
Sustainable Development ◽  
Green Chemistry ◽  
Chemistry Education ◽  
Chemical Engineering ◽  
Education For Sustainable Development ◽  
Environmentally Benign ◽  
Organic Chemical ◽  
New Production ◽  
Interdisciplinary Nature

Green chemistry is the chemists’ contribution to sustainable development — a contribution whose fundamental role derives from the fundamental role of chemistry for development, embracing nearly all forms of industry and nearly all products used in everyday life. The ‘development’ concept entails a myriad of components related to various disciplines; pursuing sustainable development requires careful attention to all the aspects of each component. Green chemistry interfaces with all the areas of chemistry: organic chemistry, because most substances used in the chemical industry are organic; chemical engineering, because of the need to design new production processes; computational chemistry, because its role in the design of new substances with desired properties is apt for the design of new environmentally benign substances; and many others. Their inherently interdisciplinary nature needs to be reflected in the education for sustainable development and in green chemistry education at all levels of instruction, for learners to mature a comprehensive and realistic vision. The paper highlights the importance of such interdisciplinary outlooks and considers a number of illustrative examples.

Sign in / Sign up

Export Citation Format

Share Document