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Articles I–III
) and theoretical (
Article 
IV) 
studies (see Section 4.). 
5.1. Design solution – Teaching of life-cycle thinking 
In 
Article I
, the design solution was collaboratively developed from the initial inquiry-based 
LCA teaching concepts developed by 20 chemistry teachers, who participated in an in-service 
training course. These 20 initial teaching concepts were content analysed and classified in 
terms of their topic, learning level, time consumption, working method and the number of 
teachers using the concept (Tuomi & Sarajärvi, 2006). The concepts injected LCA into the 
chemistry curricula at all school levels. The approaches involved a certain theme, project 
work or a special course. Time consumption depended on the approach and varied from 1 
hour to 30 hours. All these concepts could be implemented as structured, guided, or open 
inquiry, depending on the educational goals and the skill-level of the students (Colburn, 
2000). The suitable working methods were either social or individual, or had elements of both 
(see Colburn, 2000; Joyce & Weil, 1986). The topics they discussed included the life-cycles 
of cotton, water, drinks, tobacco, plastic bottle, paper, food and an optional product.
The most common approach (N=16/20) was a social, inquiry-based investigation project of an 
optional product chosen on the basis of the interests of the students. This approach was 
collaboratively developed further towards a consensus concept, i.e., a design solution. This 
design solution became called 
the IBL-LCA concept
. The structure of the IBL-LCA concept is 
presented in Figure 9.
The aim of the IBL-LCA concept is for students in small teams to investigate the life-cycle of 
a product. After a short and engaging introduction by the teacher, the students start their own 
project and work together with their peers to inquire into the life-cycle of their chosen 
product. The students choose the product for their team based on their own interests. During 
the project, the students are involved in setting their own research questions, searching for 
information, discussing their findings in teams, reviewing the work of other teams and 
presenting the results. The students collect data about raw materials, manufacturing processes 
and usage, as well as recycling and waste management. In cases where the team of students is 
particularly capable, their investigations may also include elements such as precise 
information or estimates of the product’s lifespan, footprints, health effects and environmental 
impacts. The students are encouraged to make a presentation about their life-cycle studies in a 
format they consider best. After the project, the students have an opportunity to engage in 
debate about the pros and cons of the products. They can share their views regarding 
responsibility, the usefulness of the products and the individual’s possibilities for action. 
Further on, it may become a cyclic process if the students continue their own investigations 
based on arisen ideas about consumer products or materials. 

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