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The meaning of ‘relevance’ in science education and its implications for the science curriculum
‘Relevance’ is one of the key terms related to reforms in the teaching and learning of science. It is often used by policy-makers, curriculum developers, science education researchers and science… Expand
An Understanding of Sustainability and Education for Sustainable Development among German Student Teachers and Trainee Teachers of Chemistry.
Sustainable development is a central concern of today's politics across the world. Different political agendas have been developed to promote sustainability and make it a political goal worldwide. As… Expand
Experiences and Reflections about Teaching Atomic Structure in a Jigsaw Classroom in Lower Secondary School Chemistry Lessons
- I. Eilks
- 1 February 2005
This article describes and discusses an example of how atomic structure can be taught in lower secondary chemistry using a modified jigsaw-classroom method. The lesson was taught in grades 9 and 10… Expand
Education for Sustainable Development (ESD) and chemistry education
The years between 2005 and 2014 have been declared as a worldwide Decade of Education for Sustainable Development (DESD) by the United Nations. DESD's intended purpose is to promote and more… Expand
SOCIETAL ISSUES AND THEIR IMPORTANCE FOR CONTEMPORARY SCIENCE EDUCATION—A PEDAGOGICAL JUSTIFICATION AND THE STATE-OF-THE-ART IN ISRAEL, GERMANY, AND THE USA
One common theme underlying recent reports on science education is that the content of school science and its related pedagogical approaches are not aligned with the interests and needs of both… Expand
Using participatory action research to develop a course module on Education for Sustainable Development in pre-service chemistry teacher education
This paper describes the development of a course module on sustainability issues and Education for Sustainable Development in German pre-service chemistry teacher education. The module was inspired… Expand
A case study on German first year chemistry student teachers beliefs about chemistry teaching, and their comparison with student teachers from other science teaching domains
This paper gives insights into the beliefs of 85 German first year chemistry student teachers about chemistry teaching and learning at the beginning of their teacher education. The study is based on… Expand
Raising students' perception of the relevance of science teaching and promoting communication and evaluation capabilities using authentic and controversial socio-scientific issues in the Framework of…
This paper describes the development of different lesson plans dealing with authentic and controversial socio-scientific issues in the framework of climate change. These lesson plans orient… Expand
POTENTIAL CHANGES IN PROSPECTIVE CHEMISTRY TEACHERS’ BELIEFS ABOUT TEACHING AND LEARNING—A CROSS-LEVEL STUDY
ABSTRACTThis paper presents a cross-level study of German student teachers’ beliefs about teaching and learning chemistry. It covers different stages of their teacher training program. The study is… Expand
Promoting Scientific Literacy Using a Sociocritical and Problem-Oriented Approach to Chemistry Teaching: Concept, Examples, Experiences.
. About 10 years ago the sociocritical and problem-oriented approach to chemistry teaching was suggested using these starting points. In this paper its central assumptions and criteria for… Expand