Relevance of Life-Cycle Assessment in Context-Based Science Education: A Case Study in Lower Secondary School

Abstract

The article introduces a science education intervention using life-cycle analysis of consumer products. The intervention aims to promote lower secondary school students’ science career awareness and interest toward science studies. In this study, two lower secondary school teachers planned an intervention on life-cycle analysis, which aimed to be relevant for the students from an individual, societal, and vocational perspective. The study then examined how students perceived the relevance of the intervention, based on classroom observations, students’ life-cycle presentations, questionnaire responses, as well as interviews. The findings indicate that students found life-cycle assessment to be a relevant topic both from an individual and societal perspective. However, findings on vocational relevance were two-fold, as students gained knowledge on different occupations, but this did not seem to directly affect their future career aspirations.

Transitioning to Quality Education

“…The students appreciated the need for professionals and their responsibilities as well as the importance of water-related issues as global and local problems, but the issue was not personally important or valuable for students. Using Life Cycle Analysis (LCA, 'Life cycle Scenario') as a context, brings individual, societal, and vocational relevance to science education (Tolppanen et al 2019). The study shows that LCA offers the opportunity for students to see science in a real-life context and promotes discussion on ethical and moral issues, which are needed much more in science education that is standard in conventional educational practices.…”

Promoting Institutional Cooperation through a Joint Project-Based Learning Course: A Case Study of Upper-Secondary School and University Students’ Experienced Relevance

“…The Youth Barometer 2019 (N=1907) indicates that Finnish youth is increasingly interested in social activism and incorporating this into science education could engage students in learning (Haikkola and Myllyniemi 2020). Indeed, the evidence suggests that especially in secondary school, SSI-based science education has a potential to incorporate all three dimensions of relevance as it supports students' science career awareness, their interest toward science studies, and helps prepare them to become responsible and active citizens in the future (Burmeister, Rauch, and Eilks 2012;Çalık and Wiyarsi 2021;Eilks and Hofstein 2015;Stuckey et al 2013;Tolppanen et al 2019). In addition, research has identified teaching approaches that can support students' interest or motivation in school science.…”

Εφαρμογή Της Ανάλυσης Κύκλου Ζωής (ΑΚΖ) Των Προϊόντων Σε Μαθητές/Τριες Πρωτοβάθμιας Εκπαίδευσης: Μία Προσέγγιση Αναφορικά Με Την Εκπαίδευση Για Την Αειφορία

“…Τα κύρια στάδια της ΑΚΖ αποτελούν η απόκτηση πρώτων υλών, η παραγωγή/συσκευασία, η χρήση, η απόρριψη, η ανακύκλωση και η μεταφορά (Μουσιόπουλος, Ντζιαχρήστος & Σλίνη, 2015). Η ΑΚΖ αποτελεί λύση σε περιβαλλοντικά προβλήματα (Hondo, Hirayama, Nakajima, Yamada & Fukuhara, 2008), σχετίζεται με την επιστημονική δεοντολογία και την ηθική επίγνωση και αξιοποιείται συχνά, για να αξιολογήσει πόσο οικολογικό είναι ένα προϊόν (Tolppanen, Jäppinen, Kärkkäinen, Salonen & Keinonen, 2019).…”