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Figure 1.
The interactions of the main concepts of the dissertation. The guiding theories were 
socio-constructivism, context-based learning and collaborative development of pedagogical 
methods. The main elements of sustainable development in chemistry were limited to 
interdisciplinary green chemistry and life-cycle analysis. In addition to these, education for 
sustainable development also focused on the concept of sustainability and socio-scientific 
issues. The core pedagogical skills analysed in this thesis were environmental literacy, life-
cycle thinking, inquiry-based learning and socio-scientific argumentation skills.
In order to address the needs discussed in the rationale (see Section 1.), this design research 
project aims to answer the main research problem with four sub-questions 
RQ1–4
:
What are the main features of holistic and inquiry-based education for sustainable 
development in chemistry?
RQ1. Design solution:
What kind of teaching concepts related to product life-cycle analysis 
do chemistry teachers develop in their own practice? (see Section 4.1. and 
Article I
) 
RQ2. Knowledge about design solution: 
How does an inquiry-based, product life-cycle 
analysis project in chemistry education affect students’ attitudes towards chemistry and 
environmental literacy? (see Section 4.2. 
Article I
) 
RQ3. Knowledge about design solution:
How do students use scientific, ecological, socio-
economical and ethical argumentation in the life-cycle analysis of products? (see Section 4.2. 
and 
Article III
) 
RQ4. Domain knowledge:
How to teach education for sustainable development in 
chemistry? (see Section 4.3. and 
Article IV
) 

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5
RQ1
aimed to apply ESD in chemistry education in a novel way. The context used was 
product LCA (see Section 3.1.2. and 3.2.4.) and inquiry-based learning (IBL) (see Section 
3.2.5.). The focus of the study was on teaching concepts collaboratively-developed with 
chemistry teachers (Pernaa, 2011) on the basis of which a design solution could be 
formulated. The intervention and research methods used are explained in Section 4.1. 
RQ2 
aimed to investigate the perspectives of students who studied chemistry with the design 
solution, which was a product LCA concept designed by the teachers. The focus was on 
assessing the students’ environmental literacy (see Section 3.2.2.) and interest in studying 
chemistry using the study concept designed by the teachers in order to further improve its 
quality. The intervention and research methods used are explained in Section 4.2. 
RQ3
aimed to investigate the students’ level of argumentation (see Section 3.2.6.) as they 
studied using the design solution in order to further improve the quality of the design solution. 
The focus was on the students’ scientific, ecological, socio-economical and ethical 
expressions. The intervention and research methods used are explained in Section 4.2. 
RQ4 
aimed to formulate a theoretical summary of the analysis of the problem. The focus was 
on seeking domain knowledge on context-based and socio-constructivist pedagogies for ESD 
in chemistry and comparing the knowledge to the empirical results of