On the Development of Non-formal Learning Environments for Secondary School Students Focusing on Sustainability and Green Chemistry

Garner, Nicole; Huwer, Johannes; Siol, Antje; Hempelmann, Rolf; Eilks, Ingo

doi:10.1039/9781782621942-00076

Cited by 9 publications

(17 citation statements)

References 38 publications

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“…One example from our research and development makes use of non-formal learning as a catalyst for school innovation (Garner, Hayes & Eilks, 2014). In our non-formal school projects, modules are formed connecting formal school education with non-formal laboratory workshops at the university and visits to research laboratories and industrial settings (Garner, Huwer, Siol, Hempelmann & Eilks, 2015). Topics including modern strategies in science and technology research thereby become open for innovative labwork outside of school.…”

Section: Model 4: Science Education As a Part Of Esd-driven School Dementioning

confidence: 99%

Science Education and Education for Sustainable Development – Justifications, Models, Practices and Perspectives

Eilks¹

2015

EURASIA J MATH SCI T

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The year 2014 marks the end of the United Nations Decade of Education for Sustainable Development (ESD). All educational domains and levels, including primary and secondary science education, have been working to contribute to education enabling younger generations to become responsible citizens and promote sustainable development in our world. This paper gives insights into some theoretical foundations of the UN Decade for ESD. Different models of implementing ESD in the teaching of science and technology are presented and illustrated by various case studies, which were developed by the University of Bremen chemistry education group. These examples and the corresponding evaluation case studies show that thoroughly combining the ESD framework with science teaching that follows a socio-scientific issues-based approach to education has great potential for helping students develop many general educational skills. It also opens a path to a more balanced view of science in its societal and professional context. This allows career orientation both in and beyond science and engineering.

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Section: Model 4: Science Education As a Part Of Esd-driven School Dementioning

confidence: 99%

Science Education and Education for Sustainable Development – Justifications, Models, Practices and Perspectives

Eilks¹

2015

EURASIA J MATH SCI T

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“…In the role of a learning companion , ICT accompanies the learning process over a certain time period to promote cognitive and individual learning processes, such as a unit in the curriculum. − One implementation is the Multitouch Learning Book (MLB), an interactive eBook consisting of several modules which connects formal and nonformal learning environments . This connection defines one of the major advantages for successful learning in a nonformal learning environment . In contrast to learning companions, learning tools are tailored to support cognitive learning processes in a specific situation such as a visit of a school lab.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…23 This connection defines one of the major advantages for successful learning in a nonformal learning environment. 24 In contrast to learning companions, learning tools are tailored to support cognitive learning processes in a specific situation such as a visit of a school lab.…”

Section: Multitouch Experiments Instructions: Interactive Multimedia ...mentioning

confidence: 99%

“…Inquiry-based learning is in stark contrast to the mere replication or verification of findings; it rather aims at the individual construction of knowledge and skills through interaction with the learning topic. 24 In this nonformal, inquiry-based learning environment, MEIs offer pupils individual support due to interactive tools, called widgets, which focus, on one hand, on individual tasks depending on their knowledge and, on the other hand, on supporting tools for experimental problems, comprehension problems, and language support. How pupils choose to use the provided support tools determines the degree of openness of the experiments.…”

Section: Multitouch Experiments Instructions: Interactive Multimedia ...mentioning

confidence: 99%

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Multitouch Experiment Instructions to Promote Self-Regulation in Inquiry-Based Learning in School Laboratories

et al. 2021

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Multitouch experiment instructions (MEIs), implemented as interactive eBooks, are learning tools for pupils that offer various digital support tools and enable pupils to individualize their learning. They may be applied to contexts such as inquirybased experiments in school laboratories, which involve highly demanding cognitive processes and require a high level of self-regulation. Self-regulation has been shown to be reliably promoted by interventions which include the targeted training of selfregulation strategies. A MEI was designed as an interactive eBook on experiments on the topic "Analysis of Cola", suitable for an inquiry-based learning environment such as a school lab. The MEI's potential to promote self-regulated learning was investigated by comparing it to a MEI with digital, integrated self-regulation training. The data revealed a significant increase of self-regulation in the control group, which consisted of pupils experimenting with the MEI on its own, and one experimental group, which included pupils that were supported by the MEI with an additional self-regulation training. It can be assumed that the MEI's ability to promote self-regulated learning is comparable to the results achieved by an additional self-regulation training which explicitly addressed self-regulation strategies. This highlights the MEI's potential to promote self-regulated learning in an indirect approach.

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“…The project "Sustainability and Chemistry in non-formal student laboratories" was initiated to create innovative teaching and learning environments, which focus on sustainability issues in chemistry-related contexts (Garner, Huwer, Siol, Hempelmann, & Eilks, 2015). Three The first and central focus of this project was to help science teachers to overcome difficulties in conducting lab work on the topic of sustainability issues and green chemistry.…”

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confidence: 99%

Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory context

Garner

Siol

Huwer

et al. 2015

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Informal and non-formal science education became major trends in many countries in recent years. Non-formal learning was suggested to help closing gaps in science education, e.g. by providing students an alternative environment to experience practical work. Non-formal education was also suggested to offer a chance for curriculum innovations and teacher continuous professional development. One potential field might be Education for Sustainable Development (ESD). Several perspective papers in recent years described that secondary chemistry education is still lacking in implementing education for sustainability and learning about green chemistry. This article describes the project "Sustainability and chemistry in non-formal student laboratories" that was initiated to develop non-formal learning environments to help implementation of ESD and learning about green chemistry. This article presents the goals and structure of the project, including an example taken from practical experience and selected findings from implementing the proposed non-formal learning environments in secondary chemistry classrooms. Impacts on teachers' professional development and curriculum innovation are also addressed.

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On the Development of Non-formal Learning Environments for Secondary School Students Focusing on Sustainability and Green Chemistry

Cited by 9 publications

References 38 publications

Science Education and Education for Sustainable Development – Justifications, Models, Practices and Perspectives

Science Education and Education for Sustainable Development – Justifications, Models, Practices and Perspectives

Multitouch Experiment Instructions to Promote Self-Regulation in Inquiry-Based Learning in School Laboratories

Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory context

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