The potential of the non-formal educational sector for supporting chemistry learning and sustainability education for all students

a joint perspective from two cases in Finland and Germany

Fiona Affeldt, Sakari Petteri Tolppanen, Maija Katariina Aksela, Ingo Eilks

Research output: Contribution to journalArticleScientificpeer-review

Abstract

Non-formal education has been suggested as becoming more and more important in the last decades. As the aims of non-formal education are broad and diverse, a large variety of non-formal learning activities is available. One of the emerging fields in many countries, among them Finland and Germany, has been the establishment of non-formal laboratory learning environments. These laboratories were established in universities and research institutes to aim at enriching opportunities for primary and secondary school students to do more and more intense practical work, e.g. in chemistry. The primary rationale of these laboratories, in the beginning, was mainly to raise students’ interest in the fields of science and engineering, possibly inspiring them to pursue a career in these fields. However, recently the movement has started offering more programs aiming at all learners, but especially those students who are sometimes neglected in traditional science education in the formal sector. A focus on all learners is suggested to help raise students’ level of scientific literacy when connecting practical science learning with the societal and environmental perspectives of science. Chemistry learning connected to sustainability issues offers many contemporary topics that are often not yet part of the chemistry formal curriculum but can easily form contexts for non-formal learning. Because of its flexible character, non-formal education can help implementing aspects of sustainability into chemistry education and also can take a gander at the growing heterogeneity of today's students. This paper derives a joint perspective from two non-formal chemistry education initiatives from Finland and Germany focusing education for sustainability for both talented and educationally disadvantaged students in the foreground of a more general perspective on non-formal and sustainability education in chemistry.
Original languageEnglish
JournalChemistry education research and practice
Volume18
Issue number1
Pages (from-to)13-25
Number of pages13
ISSN1756-1108
DOIs
Publication statusPublished - 2017
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 116 Chemical sciences

Cite this

@article{3b01e51f791e42ba8d37d35e8c8bf17d,
title = "The potential of the non-formal educational sector for supporting chemistry learning and sustainability education for all students: a joint perspective from two cases in Finland and Germany",
abstract = "Non-formal education has been suggested as becoming more and more important in the last decades. As the aims of non-formal education are broad and diverse, a large variety of non-formal learning activities is available. One of the emerging fields in many countries, among them Finland and Germany, has been the establishment of non-formal laboratory learning environments. These laboratories were established in universities and research institutes to aim at enriching opportunities for primary and secondary school students to do more and more intense practical work, e.g. in chemistry. The primary rationale of these laboratories, in the beginning, was mainly to raise students’ interest in the fields of science and engineering, possibly inspiring them to pursue a career in these fields. However, recently the movement has started offering more programs aiming at all learners, but especially those students who are sometimes neglected in traditional science education in the formal sector. A focus on all learners is suggested to help raise students’ level of scientific literacy when connecting practical science learning with the societal and environmental perspectives of science. Chemistry learning connected to sustainability issues offers many contemporary topics that are often not yet part of the chemistry formal curriculum but can easily form contexts for non-formal learning. Because of its flexible character, non-formal education can help implementing aspects of sustainability into chemistry education and also can take a gander at the growing heterogeneity of today's students. This paper derives a joint perspective from two non-formal chemistry education initiatives from Finland and Germany focusing education for sustainability for both talented and educationally disadvantaged students in the foreground of a more general perspective on non-formal and sustainability education in chemistry.",
keywords = "116 Chemical sciences, kemian opetus, nonformaali opetus, kest{\"a}v{\"a} kehitys",
author = "Fiona Affeldt and Tolppanen, {Sakari Petteri} and Aksela, {Maija Katariina} and Ingo Eilks",
note = "DOI: 10.1039/c6rp00212a Volume: Proceeding volume:",
year = "2017",
doi = "10.1039/c6rp00212a",
language = "English",
volume = "18",
pages = "13--25",
journal = "Chemistry education research and practice",
issn = "1756-1108",
number = "1",

}

The potential of the non-formal educational sector for supporting chemistry learning and sustainability education for all students : a joint perspective from two cases in Finland and Germany. / Affeldt, Fiona; Tolppanen, Sakari Petteri; Aksela, Maija Katariina; Eilks, Ingo.

In: Chemistry education research and practice, Vol. 18, No. 1, 2017, p. 13-25.

Research output: Contribution to journalArticleScientificpeer-review

TY - JOUR

T1 - The potential of the non-formal educational sector for supporting chemistry learning and sustainability education for all students

T2 - a joint perspective from two cases in Finland and Germany

AU - Affeldt, Fiona

AU - Tolppanen, Sakari Petteri

AU - Aksela, Maija Katariina

AU - Eilks, Ingo

N1 - DOI: 10.1039/c6rp00212a Volume: Proceeding volume:

PY - 2017

Y1 - 2017

N2 - Non-formal education has been suggested as becoming more and more important in the last decades. As the aims of non-formal education are broad and diverse, a large variety of non-formal learning activities is available. One of the emerging fields in many countries, among them Finland and Germany, has been the establishment of non-formal laboratory learning environments. These laboratories were established in universities and research institutes to aim at enriching opportunities for primary and secondary school students to do more and more intense practical work, e.g. in chemistry. The primary rationale of these laboratories, in the beginning, was mainly to raise students’ interest in the fields of science and engineering, possibly inspiring them to pursue a career in these fields. However, recently the movement has started offering more programs aiming at all learners, but especially those students who are sometimes neglected in traditional science education in the formal sector. A focus on all learners is suggested to help raise students’ level of scientific literacy when connecting practical science learning with the societal and environmental perspectives of science. Chemistry learning connected to sustainability issues offers many contemporary topics that are often not yet part of the chemistry formal curriculum but can easily form contexts for non-formal learning. Because of its flexible character, non-formal education can help implementing aspects of sustainability into chemistry education and also can take a gander at the growing heterogeneity of today's students. This paper derives a joint perspective from two non-formal chemistry education initiatives from Finland and Germany focusing education for sustainability for both talented and educationally disadvantaged students in the foreground of a more general perspective on non-formal and sustainability education in chemistry.

AB - Non-formal education has been suggested as becoming more and more important in the last decades. As the aims of non-formal education are broad and diverse, a large variety of non-formal learning activities is available. One of the emerging fields in many countries, among them Finland and Germany, has been the establishment of non-formal laboratory learning environments. These laboratories were established in universities and research institutes to aim at enriching opportunities for primary and secondary school students to do more and more intense practical work, e.g. in chemistry. The primary rationale of these laboratories, in the beginning, was mainly to raise students’ interest in the fields of science and engineering, possibly inspiring them to pursue a career in these fields. However, recently the movement has started offering more programs aiming at all learners, but especially those students who are sometimes neglected in traditional science education in the formal sector. A focus on all learners is suggested to help raise students’ level of scientific literacy when connecting practical science learning with the societal and environmental perspectives of science. Chemistry learning connected to sustainability issues offers many contemporary topics that are often not yet part of the chemistry formal curriculum but can easily form contexts for non-formal learning. Because of its flexible character, non-formal education can help implementing aspects of sustainability into chemistry education and also can take a gander at the growing heterogeneity of today's students. This paper derives a joint perspective from two non-formal chemistry education initiatives from Finland and Germany focusing education for sustainability for both talented and educationally disadvantaged students in the foreground of a more general perspective on non-formal and sustainability education in chemistry.

KW - 116 Chemical sciences

KW - kemian opetus

KW - nonformaali opetus

KW - kestävä kehitys

U2 - 10.1039/c6rp00212a

DO - 10.1039/c6rp00212a

M3 - Article

VL - 18

SP - 13

EP - 25

JO - Chemistry education research and practice

JF - Chemistry education research and practice

SN - 1756-1108

IS - 1

ER -