Effects on the Chemistry Classroom

Societal-oriented science education is suggested for many decades now and dates back at least to the 1980s. Over the years, many cases and research works were published. The studies took different aspects into focus. Positive results were found in questions of motivation and emotions, perception of relevance of chemistry education, the development of higher order cognitive skills, or promoting environmental attitudes and activism.  

the examples described in this paper were evaluated in different case studies. All the cases agree the motivating potential of connecting environmental and sustainability issues with SSI-based science education and an BSD framework as also suggested by Swan and Spiro or Robottom and Simonneaux. A positive perception of the lesson cases among teachers and students were repeatedly described. This might be illustrated by quotes from two teachers who participated in developing the biofuels lesson plan from Israel discussed above  

All the cases described in this chapter also suggest a contribution to a perception of the relevance of chemistry education among the learners and a better awareness of environmental and sustainability issues, as also discussed by Mandler et al. The studies also described contributions to general skill development, e.g., how to react to politics, media or consumer choices. These claims will be illustrated by a quote from one student from Israel and three from Germany all after having learned about biodiesel in the first year of the senior high school cycle  

The inclusion of sustainability and environmental contexts into ehemis-try education can have a significant impact on students awareness of how chemistry is conneeted to the real world. Students beeome more aware of the relationships between chemistry and the society in whieh they live. Basic science knowledge is crucial for promoting sustainable development 

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