Microsoft Word juntunen väitös docx

Article III
(modified 
and inspired by the corresponding references) 
Research tools 
References 
Pre-argumentation argumentation task 
Baytelman & Constantinou, 2014.
Post-argumentation argumentation 
task 
Erduran, 2013; Mikkola, Luukka & Ahonen, 
2006 
Role-playing debate 
Albe, 2008; Feierabend & Eilks, 2011 
Final essay 
Mikkola, Luukka & Ahonen, 2006 
The variability of arguments (Grace, 2009; Liu, Lin & Tsai, 2010; Ratcliffe, 1997) was 
considered in terms four categories: socio-economic, ethical, ecological and scientific (Liu et 
al., 2010). This is in line with the most common models of sustainable development, which 
are usually considered to consist of economical, ecological and socio-cultural aspects, even if 
a definitive definition of the concept of sustainable development may be elusive, since there 
are over 300 different definitions or visual illustrations of it (Johnston et al., 2007; Mann, 
2011; Burmeister et al., 2012). The analysis of the qualitative data was conducted by adapting 
the four categories reported in Liu 
et al.
(2010) to fully describe the range of the participants’ 
responses. The socio-economic category relates to costs or benefits to a person or a society 
(e.g., in the form of taxes or revenues). The ethical category relates to values or personal 
opinions about aesthetics or the future (e.g., what is right, what is wrong and what should be 
changed). The ecological category includes effects on the ecosystem and ecological human 
actions (e.g., recycling). The scientific category includes arguments concerning natural 
resources, technologies, energy, materials and pollution. 
4.3. Generating domain knowledge about 
holistic and inquiry-based 
ESD in 
chemistry 
In order to answer 
RQ4
, the state of ESD in chemistry was evaluated throughout the design 
process by extensively reviewing existing research literature and using it to reflect on the 
empirical case studies presented in this thesis. This is illustrated in Figure 6. The reflection 
focused on, for example, the multiple challenges and future possibilities recognised on the 

---

34
levels of the teacher (Attachment 1) and the student (Attachment 2). This review framed the 
design process and affected the approaches selected for conducting the empirical research 
work.
Based on the review of the theoretical framework presented in this thesis and in previous 
studies (Juntunen, 2011, 2013), pedagogical frameworks found eligible for ESD in chemistry 
were analysed. In