Towards Bildung-Oriented Chemistry Education

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Towards Bildung-Oriented Chemistry Education

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Publication Article, peer reviewed scientific
Title Towards Bildung-Oriented Chemistry Education
Author(s) Sjöström, Jesper
Date 2013
English abstract
This paper concerns Bildung-oriented chemistry education, based on a reflective and critical discourse of chemistry. It is contrasted with the dominant type of chemistry education, based on the mainstream discourse of chemistry. Bildung-oriented chemistry education includes not only content knowledge in chemistry, but also knowledge about chemistry, both about the nature of chemistry and about its role in society. In 2004 Mahaffy suggested a tetrahedron model based on Johnstone’s chemical triangle. The latter represents the formal aspects of chemistry teaching (macro, submicro, and symbolic) and the top of the tetrahedron represents a human element. In the present paper the following subdivision of the top is suggested (starting from the bottom): (1) applied chemistry, (2) socio-cultural context, and (3) critical-philosophic approach. The professional identity of the Bildung-oriented chemistry teacher differs from that of the chemist and is informed by research fields such as Philosophy of Chemistry, Science and Technology Studies, and Environmental Education. He/she takes a socio-critical approach to chemistry, emphasising both the benefits and risks of chemistry and its applications.
DOI (link to publisher's fulltext)
Publisher Springer
Host/Issue Science & Education;7
Volume 22
ISSN 1573-1901
Pages 1873-1890
Language eng (iso)
Subject(s) Education for Sustainable Development (ESD)
Socio-Scientific Issues (SSI)
Chemical literacy
Citizenship chemistry
Socio-critical chemical education
Epistemic distance
Humanistic science education
Chemical ethics
Chemistry teaching in Sweden
Chemistry teacher education
Johnstone's chemical triangle
Wolfgang Klafki
Humanities/Social Sciences
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