ABSTRACT
Chemistry plays an important role in making the future more sustainable and solving the related global issues.
Curricula, national and international educational strategies, research literature and chemical industry are all
focusing on sustainable development. We need more environmentally literate chemists, chemistry teachers and
students – future citizens, who are to solve the numerous environmental challenges that face the whole world.
The main aim of this design research study was to find out what are the features of holistic and inquiry-based
education for sustainable development in chemistry. At the same time, the aim was to foster students’
environmental literacy, argumentation skills and positive attitudes towards chemistry. Education for sustainable
development in chemistry is related to socio-scientific issues, e.g., life-cycle thinking and green chemistry.
Theoretical problem-analysis of the study was used to investigate the approaches that are of key importance to
the study presented in this dissertation: sustainable development, green chemistry, the life-cycles of different
products, environmental literacy, socio-scientific education, and the pedagogical methods of inquiry-based
learning and argumentation. The empirical design phase sought an answer to the main research question: What
are the main features of holistic and inquiry-based education for sustainable development in chemistry? The
main focus of the research was in teaching life-cycle analysis, which is one of the key elements in the Finnish
national curriculum.
The design research project constituted of three phases, which were conducted during the years 2010–2014. The
first empirical phase was conducted in four chemistry teachers’ in-service training courses. During these courses,
a total of 20 chemistry teachers created new inquiry-based methods for teaching life-cycle analysis in chemistry.
This development process was based on theoretical problem analysis. The second empirical phase focused on
creating a collaboratively-developed design solution based on the teachers’ concepts and the effects of this
solution. The participants in this second phase were 105 9
th
grade students, whose environmental literacy,
argumentation skills and attitudes towards chemistry learning were evaluated. The third phase was theoretical. It
consisted of comparing the gained empirical knowledge to theoretical literature in order to answer the main
research question. The methods of data analysis included content analysis of texts, semi-structured interviews
and quantitative surveys. The validity of the results of the conducted cyclic design research project is enhanced
by theoretical literature analysis, methodological triangulation, researcher triangulation, the testing of the
developed teaching concept in authentic environments and the systematic, visualised documentation of the
design phases.
The design phases resulted in three types of knowledge: 1) new chemistry teaching concepts for sustainability
education that use life-cycle thinking and inquiry-based learning methods, and a collaboratively-developed
design solution (Article I), 2) knowledge about how inquiry-based learning of life-cycle analysis affects
students’ environmental literacy, argumentation skills and attitudes towards chemistry (Articles II and III) and 3)
domain knowledge about holistic and inquiry-based education for sustainable development in chemistry (Article
IV).
Holistic and inquiry-based education for sustainable development in chemistry includes interdisciplinary and
socio-scientific issues. Socio-constructivist and contextual chemistry education is bound to societal actors and
co-operational, real-life activities. Learning occurs in social interaction, through argumentation and self-
reflection, for example. The students themselves may choose the focus of inquiry, and it may relate to raw
materials, consumer products, food substances or water, for example. As the knowledge of chemistry is
combined with possibilities for societal action, the importance of chemistry becomes apparent to the students.
They gain competence to act towards building a more sustainable future. The improved scientific and ecological
argumentation skills reflect their environmental literacy and competence in societal thinking.
The holistic and inquiry-based chemistry education presented in this dissertation supports versatile studying and
citizenship skills in a new way. It motivates students to study chemistry and guides them to take sustainable
development into account. Education for sustainable development is needed at all school levels. The approaches
presented in this study may be applied on all levels of education. The results may be used to promote sustainable
development in the planning of chemistry education and the education of chemistry teachers.
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