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Critical-reflexive chemistry engages students in a reflective analysis of historical, 
philosophical, sociological and cultural perspectives, as well as in critical-democratic action 
for socioecojustice
”. The student-centred activities and phases of the IBL-LCA concept 
fostered the students’ reflection in small group discussions (Albe, 2008; Wilmes & Howarth, 
2009). Argumentation and environmental literacy in chemistry requires both higher order 
thinking skills and systems thinking skills for one to be able to understand the reasons, 
progress, causalities, effects and solutions related to socio-scientific issues (see Hogan, 2002; 
Wylie et al., 1998; Zoller, 2012). The results indicate that the IBL-LCA concept is a way to 
promote relevant scientific literacy and ‘education through science’ to benefit everyone (see 
Holbrook &Rannikmae, 2009). Through the IBL-LCA concept, it is possible to improve the 
socio-scientific thinking skills of students and thus meet many of the multifaceted curricular 
and research-based goals of chemistry education (see, e.g., Holbrook & Rannikmae, 2007; 
Sadler et al., 2007). 
To conclude, the IBL-LCA concept supports the established goals of the Finnish National 
Curriculum (Finnish National Board of Education, 2015; 2014; 2003), the research 
communities (Rocard et al., 2007; Vassiliou, 2011) and ESD (Bray, 2012; Tytler, 2012). 
These goals involve such competences as socio-scientific argumentation skills (Sadler, 2004), 
self-confidence for active citizenship (Tytler, 2012; Zeidler et al., 2005), action competence 
(Jensen & Schnack, 1994; 1997), social skills (Keys & Bryan, 2001) and environmental 
literacy (Yavez et al., 2009). As recognised in previous related research, this approach also 
promotes students’ interest in studying chemistry (Marks & Eilks, 2009) and increases their 
chemistry content knowledge about product life-cycles (Minner et al., 2010).