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4.2. Effects of the design solution – Students’ perspectives on IBL-LCA 
In order to answer 
RQ2–3
, inquiry-based ESD in chemistry had to be assessed from the 
students’ perspective. The design solution – a project based on the inquiry-based, student-
centred, social teaching concept designed in 
RQ1
by the teachers (see Colburn, 2000; Joyce 
& Weil, 1986) – functioned as the intervention. Knowledge about the effects of the design 
solution is important for possible further improvements and theoretical understanding of the 
design context. A detailed description of the design solution is presented in Results (see 
Section 5.1.) and illustrated in Figure 6.
In order to answer 
RQ2
, the first case study involving students was conducted during the 
2011–2012 school year in three schools in Southern Finland. The participants were 105 
upper-secondary school students in the 9
th
year (14–15-year-olds), 58 of which were girls and 
47 were boys. Their chemistry teachers (N=3) tested the new approach to teaching life-cycle 
thinking. A researcher visited the three schools before and after the life-cycle project and 
collected and analysed all of the data used in this study. From the volunteers, 27 students were 
randomly chosen for interviews, which were documented on audio recordings. All of the other 
data collected was in written form in surveys. A summary of the research tools of the study is 
presented in Table 3. The tools of assessment were qualitative semi-structured interviews, 
open questionnaires (Eilks, 2005; Marks et al., 2008) and quantitative surveys (Marks et al., 
2008; Yavez et al., 2009). A detailed description of the tools is presented in Juntunen (2013) 
and in 
Articles I 
and
 II
of this dissertation. 
Table 3. 
The research tools used in the case study of