将关键化学素养作为化学教育的主要目标,旨在提高气候赋权和能动性

IF 2.5 3区 教育学 Q2 CHEMISTRY, MULTIDISCIPLINARY
Jesper Sjöström*, Merve Yavuzkaya, Gonzalo Guerrero and Ingo Eilks, 
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引用次数: 0

摘要

在本文中,我们从化学教育的角度出发,将所谓的批判性化学素养视为气候赋权和能动 性的基础。我们通过提出四个框架/模型来解释我们所说的批判性化学素养的含义,这四个框架/模型都是基于以前的研究,但在这里是以批判性化学素养为指导原则而发展起来的。其中一个框架/模型包括以下四个主要方面:强大的化学概念知识、强大的化学实践知 识、强大的化学社会知识和生态反思性化学机构。另一个框架/模型强调了化学教育的三种愿景,从只关注概念,到关注情境,再到关注复杂性和责任的包容性、批判性和生态反思性愿景。所有这四个框架/模式都有助于化学教育者考虑与气候问题等有关的化学内容、教 学和学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Critical Chemical Literacy as a Main Goal of Chemistry Education Aiming for Climate Empowerment and Agency

In this article, we regard what we call critical chemical literacy as a basis for climate empowerment and agency from a chemistry education point of view. We explain what we mean by critical chemical literacy by presenting four frameworks/models, all based on previous research but here developed with critical chemical literacy as a guiding principle. One of these frameworks/models consists of the following four main aspects: powerful chemical conceptual knowledge, powerful knowledge about chemical practices, powerful knowledge about chemistry in society, and eco-reflexive chemical agency. Another framework/model highlights three visions of chemistry education, from focusing only on concepts, via also focusing on context, to an inclusive, critical, and eco-reflexive vision focusing on complexity and responsibility. All four frameworks/models can support chemistry educators’ considerations concerning content, teaching, and learning in and about chemistry in relation to, for instance, climate issues.

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来源期刊
Journal of Chemical Education
Journal of Chemical Education 化学-化学综合
CiteScore
5.60
自引率
50.00%
发文量
465
审稿时长
6.5 months
期刊介绍: The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.
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