Sustainable Chemistry and Pharmacy ( IF 6 ) Pub Date : 2020-03-07 , DOI: 10.1016/j.scp.2020.100229 Robby Zidny , Ingo Eilks
In this paper, we suggest integrating perspectives from indigenous and Western science into chemistry learning. Doing so is suggested to enhance students' views on sustainability issues. Integrating indigenous and Western views can provide students with insight into using multiple perspectives. Cross-disciplinary knowledge offers ways to solve problems more holistically and to promote respect for different worldviews. This claim is supported by a case study testing a lesson plan incorporating indigenous science in secondary and tertiary chemistry education. The study was carried out in Indonesia and used a socio-scientific issues-based, sustainability-oriented approach and the context of the Baduy community. University student teachers (n = 73) and upper secondary school students (n = 40) participated in this study. The study focuses on pesticide use, including a discussion of alternative, green pesticide use in an indigenous community. The lesson focuses on the role of different perspectives taken from indigenous and Western science and connects the issue with chemistry concepts from general and organic chemistry. A post-intervention questionnaire (ten Likert scale items and one open-ended question) was used to explore students' feedback regarding the learners' experiences and attitudes towards the lesson plan. Data were analyzed using descriptive statistics and text analysis. Our findings indicate that students' perception of the lesson was positive and that the lesson was considered to be interesting and relevant. Learning by integrating perspectives of indigenous and Western science aided students’ insight. It showed them that chemistry learning can be enriched by an interconnected system of worldviews in order to find solutions to sustainability issues.
中文翻译:
将本土知识和西方科学的观点整合到中学和高等化学学习中,以促进可持续发展教育
在本文中,我们建议将土著和西方科学的观点整合到化学学习中。建议这样做,以增强学生对可持续性问题的看法。融合土著和西方观点可以为学生提供使用多种观点的见解。跨学科知识提供了更全面地解决问题和促进尊重不同世界观的方式。这项案例研究通过案例研究测试了将课程纳入土著和中学化学教育的课程计划。这项研究是在印度尼西亚进行的,采用了基于社会科学问题的,面向可持续性的方法以及Baduy社区的背景。大学生教师(n = 73)和高中生(n = 40)参加了这项研究。该研究的重点是农药的使用,包括在土著社区中使用替代性绿色农药的讨论。本课程重点介绍了从本地和西方科学获得的不同观点的作用,并将该问题与来自一般化学和有机化学的化学概念联系起来。干预后问卷(十个李克特量表和一个不限成员名额的问题)用于探讨学生对学习者的经验和对课程计划的态度的反馈。使用描述性统计和文本分析对数据进行分析。我们的发现表明,学生对课程的看法是积极的,并且该课程被认为是有趣且有意义的。通过整合土著和西方科学的观点进行学习有助于学生的见识。