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Learning about Sustainability in a Non-Formal Laboratory Context for Secondary Level Students: A Module on Climate Change, the Ozone Hole, and Summer Smog

Learning about Sustainability in a Non-Formal Laboratory Context for Secondary Level Students: A Module on Climate Change, the Ozone Hole, and Summer Smog
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Author(s): Nicole Garner (Institute for Science Education, University of Bremen, Germany), Maria de Lourdes Lischke (Institute for Science Education, University of Bremen, Germany), Antje Siol (Institute for Environmental Research and Sustainable Technologies, University of Bremen, Germany) and Ingo Eilks (Institute for Science Education, University of Bremen, Germany)
Copyright: 2014
Pages: 16
Source title: Handbook of Research on Pedagogical Innovations for Sustainable Development
Source Author(s)/Editor(s): Ken D. Thomas (Auburn University, USA) and Helen E. Muga (University of Mount Union, USA)
DOI: 10.4018/978-1-4666-5856-1.ch012

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Abstract

This chapter discusses a project of curriculum development for the non-formal educational sector. The project aims at student learning about sustainability issues in a chemistry-related context. For this purpose, non-formal laboratory-based learning environments are developed. The learning environments center round half- or one-day visits of secondary school students in a university laboratory and are networked with the formal school syllabus in chemistry and science education respectively. All modules integrate the non-formal laboratory event about issues of sustainability with teaching materials for preparation and assessment tasks in school to fulfill part of the school curriculum in chemistry or science teaching. This chapter discusses the project of developing respective modules, the structure thereof, and initial findings from their application. The discussion is illustrated by a module on environmental problems connected to the chemistry of the atmosphere, namely climate change, the hole in the ozone layer, and the phenomenon of summer smog.

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