Abstract
Expanding Education for Sustainable Development (ESD) is one of the big challenges for education in Japan. Science educators are also tackling the link between science education and ESD, and focusing on promoting students’ understanding of key concepts for sustainable development and enhancing their abilities in making appropriate judgments on science, technology, society, and environment (STSE) issues. We developed chemistry lesson models for upper secondary school that reflect the viewpoints of ESD. The lesson topics cover bioenergy like biodiesel, biological resources like chitin and chitosan, and metal resources like iron. After conducting trial lessons for students in both Japan and Korea, we evaluated the lesson with the outlined objective of promoting students’ abilities to make appropriate judgments based on their knowledge of science. The results show that the lessons achieved a measure of success, and also provided an excellent opportunity for the students to consider the possibilities for establishing a sustainable global society.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
American Chemical Society. (1988). ChemCom. Chemistry in the community. Iowa: Kendall/Hunt Publishing Company.
Burmeister, M., & Eilks, I. (2012). An example of learning about plastics and their evaluation as a contribution to education for sustainable development in secondary school chemistry teaching. Chemistry Education Research and Practice, 13, 93–102.
Burmeister, M., Rauch, F., & Eilks, I. (2012). Education for sustainable development (ESD) and chemistry education. Chemistry Education Research and Practice, 13, 59–68.
Demuth, R., Parchmann, I., & Ralle, B. (Eds.). (2006). Chemie in Kontext—SekundarstufeII. Berlin: Cornelsen.
Finke, R., Ward, T., & Smith, S. (1992). Creative Cognition: Theory, research and applications (pp. 37–43). Boston: MIT Press.
Fujii, H., Ogawa, H., Utsumi, R., & Hiramatsu, A. (2009). Promotion of students’ abilities in proper judgment on the topic of bioenergy: Development of lesson model in chemical education. The Chemical Education Journal, 13(1), Registration No. 13-8, 6 pp. Available at http://chem.sci.utsunomiya-u.ac.jp/cejrnlE.html
Gräber, W. (2009). Chitosan—“Fat Magnet!?”, PARSEL consortium teaching-learning materials. Available at http://www.parsel.uni-kiel.de/cms/index.php?id=53
Grace, M., & Byrne, J. (2010). Engaging pupils in decision-making about biodiversity conservation issues. School Science Review, 91(336), 73–80.
Hodson, D. (1994). Seeking directions for change: The personalization and politicisation of science education. Curriculum Studies, 2(1), 71–98.
Kirschenmann, B., & Bolte, C. (2006). ParIS in Berlin: Bild Dir Deine Meinung… zum Thema Bioenergie. Höttecke, D. (Hg.). Naturwissenschaftlicher Unterricht im internationalen Vergleich (pp. 316–318). Berlin: LIT Verlag.
Kirschenmann, B., & Bolte, C. (2007). Science in a class of its own: Renewable energy sources—“My iPod Works with Energy from Bull Shit”, PARSEL consortium teaching-learning materials. Available at http://www.parsel.uni-kiel.de/cms/index.php?id=60
Lewis, J., & Leach, J. (2006). Discussion of socio-scientific issues: The role of science knowledge. International Journal of Science Education, 28(1), 1267–1287.
Liaison Committee among Ministries and Agencies on UNESD. (2006). Enforcement plan for a decade of education for sustainable development. (in Japanese).
NIER. (2007). Guidelines for instruction of environmental education for elementary school. (in Japanese).
NIER. (2012). Final report of research on education for sustainable development in school. (in Japanese).
UNCED. (1992). Agenda 21. Available at http://www.un.org/esa/dsd/agenda21/.
University of York Science Education Group. (1994). Salter’s advanced chemistry. Oxford: Heinemann Publisher Ltd.
Acknowledgments
The work described in this chapter was supported by the Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (C), No. 22500818. The authors gratefully acknowledge the collaboration of Atushi Hiramatsu, Ryoichi Utsumi, Yusuke Ohgata, and Sung Hoon Kim in developing the lesson models.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendix: Worksheets for the Experiments on Biodiesel
Appendix: Worksheets for the Experiments on Biodiesel
Rights and permissions
Copyright information
© 2016 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Fujii, H., Ogawa, H. (2016). Innovative Lesson Plans in Chemistry Education for Broadening Sustainable Society. In: Chiu, MH. (eds) Science Education Research and Practice in Asia. Springer, Singapore. https://doi.org/10.1007/978-981-10-0847-4_22
Download citation
DOI: https://doi.org/10.1007/978-981-10-0847-4_22
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-0845-0
Online ISBN: 978-981-10-0847-4
eBook Packages: EducationEducation (R0)