Microsoft Word juntunen väitös docx

Table 1.
Humane and inhumane dimensions of ESD in chemistry (after
 
Salonen, 2010, 9) 
Soil 
Chemistry of the wellbeing of the soil, 
different kinds of agricultural lands and 
their quality, acidification and pollution, 
diversity of ecosystems
Water 
Quality and amount of water, change and 
pollution in water ecosystems
Air 
Quality of indoor and outdoor air, 
measuring air, operations of the global 
atmosphere 
Species and genomes 
Diversity of genomes
Ecosystems 
Using resources 
Production, treatment and recycling of 
waste, energy and materials, mining, 
sustainable use of natural resources
Population and 
health 
Physical and psychological health, fertility, 
growth of population 
Wealth 
Fulfilment of basic needs (food, water, 
shelter), economics, revenue, trade, goods, 
infrastructure, welfare, time 
Culture and literacy 
Education, research, literacy, beliefs, 
feelings, thoughts
Community 
Rights, freedoms, governance, institutions, 
legislation
Humans 
Equality 
Equal distribution of benefits and 
disadvantages between individuals and 
different communities 
A few educational approaches have been published for implementing basic chemistry aspects 
of SSI into ESD. These SSI approaches have involved student argumentation tasks from 
social, scientific, economical and ethical points of view and on such topics as product life-
cycle analysis (see 
Article III
), diet issues in relation to potato chips (Marks, Bertram & 
Eilks, 2008), artificial musk fragrances in shower gels and their later behaviour in the 
environment (Marks & Eilks, 2010), debate about bio versus conventional plastics and related 
consumer tests (Burmeister & Eilks, 2012) and the energy consumption alternatives and 

---

23
challenges posed by hydrogen cars (Eilks et al., 2003). Water quality experiments, for 
example, may be broadened into value-based evaluations of the consumption and use of water 
in the making of products (Bulte et al., 2006). The issue of climate change has also been 
studied in order to gauge its potential for focusing students’ argumentation and evaluation 
skills (Feierabend & Eilks, 2011). All of these ESD approaches involving SSI have been 
reported to support student interest in studying chemistry. The approaches seem to support the 
knowledge-based activist role of the student in chemistry (Lester et al., 2006; Vilches & Gil-
Pérez, 2013).
The literature review indicates it is possible to involve all three dimensions of sustainable 
development in chemistry education by utilising higher-order thinking skills (Anderson & 
Krathwohl, 2001) in value-driven tasks. Economical aspects seem to be more rarely discussed 
in chemistry lessons than the other two dimensions of sustainable development. In addition to 
socio-cultural and ecological scientific views, the economical aspects are also present in at 
least such student-centred and co-operative approaches as the consumer test method 
(Burmeister & Eilks, 2012), interest groups’ brochures used for discussions (Eilks, 2002), 
decision-making (Eilks et al., 2003), role-playing debate (see