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RESEARCH PAPER
A Case Study on Students’ Application of Chemical Concepts and Use of Arguments in Teaching on the Sustainability-Oriented Chemistry Issue of Pesticides Use Under Inclusion of Different Scientific Worldviews
1
Department of Biology and Chemistry, Institute for Science Education, University of Bremen, 28359 Bremen, GERMANY
2
Department of Chemistry Education, Faculty of Teacher Training and Education, University of Sultan Ageng Tirtayasa, 42117 Serang, INDONESIA
3
Madrasah Aliyah Negeri 2 Kota Serang, Indonesian Ministry of Religious Affairs, Serang, INDONESIA
Publication date: 2021-06-13
EURASIA J. Math., Sci Tech. Ed 2021;17(7):em1981
KEYWORDS
chemistry educationchemical conceptsargumentationeducation for sustainabledevelopmentmultiple worldviews
ABSTRACT
The aim of this case study was to explore students’ application of chemical concepts and their use
of arguments in an educational research framework to incorporate and reconstruct indigenous
science in chemistry education. This framework fosters education for sustainable development
(ESD) in chemistry learning by integrating intercultural and multi-perspective scientific worldviews
borrowed from indigenous and Western modern science. A socio-scientific issues-based,
sustainability-oriented pedagogical approach was employed in a chemistry teaching intervention.
Worksheet tasks, videos and an article were used in an inquiry-based teaching module in
secondary (N=40) and tertiary (N=73) Indonesian chemistry education classes. Student responses
to the worksheet questions were analyzed using qualitative content analysis. The results indicate
that university students showed a better understanding of the chemical concepts compared to
upper secondary school students. In terms of argumentation, both groups of students were able
to broaden their spectrum of arguments, especially in the area of ethical arguments.
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