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Article IV
, the ESD-related lesson themes suitable for implementing SSI 
into basic school chemistry are discussed (Table 2. earlier in this thesis). Based on the review 
process, three new educational models were formulated in
 Article IV
to help guide the work 
of teachers. The first model is presented in Figure 5. earlier in this thesis.
The second model is a student-centred pedagogical strategy for a teacher who wishes to teach 
SSI-based ESD in chemistry. The main features of the strategy are illustrated in Figure 7., 
which is explained in more detail in 
Article IV
. The process begins with the setting of 
holistic, co-operative and student-centred goals and teaching methods for the chosen topic. 
These are set on the basis of what is being evaluated. The students are then introduced to the 
task and simply left to participate and create in the context of real-world issues. During the 
social activities, those students who need advice can be supported by both the teacher and 
their classmates. The teacher is also there to give ample personal feedback that is both 
formative and empowering, and to catalyse self-evaluative reflection among the students on 
the task in question. 
Figure 7.
The main features of a student-centred strategy for implementing SSI in ESD from 
a teacher’s perspective (Applied from Dwyer et al., 1993; Jensen & Snack, 1994; Marks & 
Eilks, 2009). The goals of the task in question define the practices for action. The students 
socially participate and construct their knowledge in the context of real-world issues. Both the 
teacher and their classmates support them. The empowering formative feedback is given to 
catalyse self-evaluative reflection about the goals of the task. 
The third educational model is presented in Figure 8. and explained in detail in 
Article IV
. It 
summarises how a holistic approach to ESD in chemistry consists of several elements (see, 
e.g., Zoller, 2012; Vilches & Gil-Pérez, 2013): interdisciplinarity, topical socio-scientific 
issues involving discussion about solutions, hands-on societal co-operation with stakeholders 
from outside of the school, social interaction among students, socio-scientific argumentation 
practices and student-centred and inquiry-based learning methods. When combined, these 
elements can be used to create a context-based socio-constructivist approach to ESD.
Goals 
Practices for 
action 
Social 
support 
Feedback 
Self-
reflection 

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