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Figure 8.
The elements of a context-based, socio-constructivist ESD pedagogy in chemistry 
In comparison to previously published frameworks for SSI in ESD in chemistry, this design 
research project aimed to generate more holistic solutions. It was learned during the design 
process that while choosing a topic for ESD in chemistry, a teacher may develop a holistic 
approach by answering the following questions: 
i) Is the chosen issue authentic and relevant in the students’ point of view? Is it 
socio-scientifically open-ended? Does it allow open debate? Does it deal with 
questions about science and technology? (Marks & Eilks, 2009) 
ii) Does the issue allow me to co-operate with other teachers or societies outside of 
school in an interdisciplinary way (Uitto & Saloranta, 2010a; Wilmes & Howarth, 
2009)? 
iii) Am I applying social and student-centred approaches (Paloniemi & Koskinen, 
2005, 29; Lester et al., 2006; Watson et al., 2013)? 
iv) Can I use argumentation or inquiry methods to support the students’ appetite to 
study (Albe, 2008; Simon, 2008)? 
When planning ESD in chemistry, one should consider available resources, the learning goals, 
the evaluation process and possible improvements to the teaching concept. Marks and Eilks 
(2009), for example, highlight the goals of promoting students’ communication and self-
evaluation skills in addition to the learning of factual science. Elsewhere, in order to achieve a 
holistic perspective of ESD, the elements of ESD in chemistry are considered through an 
elliptic model that incorporates the categories of chemical content knowledge, chemistry in 
context, chemistry's distinctiveness and methodological character, ESD competences and 
lived ESD (Jegstad & Sinnes, 2015). 

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5. EMPIRICAL RESULTS 
The section summarises the results of the empirical (