Teaching Chemistry about ‘Stevia’ – A Case of Cooperative Curriculum Innovation within PROFILES in Germany
Keywords:
Chemistry education, Curriculum development, PROFILES, Participatory Action Research, Sweeteners, Stevia, Advertising
Abstract
PROFILES is a project of teacher education and curriculum innovation funded by the FP7-programme of the European Union. The aim of PROFILES is implementing innovative science teaching practices incorporating a societal perspective and compassing inquiry-based science learning. The University of Bremen, Germany, as one of the partners, combines teacher continuous professional development with the research-based design of new teaching and learning modules for science teaching. This paper presents – as an exemplary case – how the University of Bremen is operating PROFILES. This case is illustrated according to the development of a teaching and learning module on sugar and sweeteners, incorporating the use of advertising in science education.Downloads
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References
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Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research Science Teaching, 41, 513–536.
Schindler, D., Markic, S., Hauk, C., Jäschke-Behrendt, E., Wilkes, M., Stuckey, M., & Eilks, I. (2014). What shall I do with my old mobile phone? – Collaborative curriculum development in PROFILESBremen. In C. Bolte, J. Holbrook, R. Mamlok-Naaman, & F. Rauch (Eds.), Science teachers‘ continuous professional development in Europe. Case studies from the PROFILES project (in print). Berlin: Freie Universität Berlin.
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Stolz, M., Witteck, T., Marks, R., & Eilks, I. (2013). Reflecting socio-scientific issues for science education coming from the case of curriculum development on doping in chemistry education.
EURASIA Journal of Mathematics, Science and Technological Education, 9, 273-282.
Stuckey, M., & Eilks, I. (2014). Raising motivation in the chemistry classroom by learning about the student-relevant issue of tattooing from a chemistry and societal perspective. Chemistry Education Research and Practice, 15, advance article.
Stuckey, M., Lippel, M., & Eilks, I. (2012). Sweet chemistry: Learning about natural and artificial sweetening substances and advertising in chemistry lessons. Chemistry in Action, (Winter), 36-43.
Ware, S. A. (2001). Teaching chemistry from a societal perspective. Pure and Applied Chemistry, 7, 1209-1214.
Belova, N., & Eilks, I. (2014). Using advertisings to introduce inquiry and societal oriented science education. Center for Educational Policy Studies Journal, 4(1), 31-50.
Bolte, C., Streller, S., Holbrook, J., Rannikmäe, M., Mamlok-Naaman, R., Hofstein, A., & Rauch, F. (2011). PROFILES – Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science. Paper presented at the ESERA conference 2011, Lyon/FR.
Bolte, C., Streller, S., Holbrook, J., Rannikmäe, M., Hofstein, A., & Mamlok-Naaman, R. (2012). Introduction into the PROFILES project and its philosophy. In C. Bolte, J. Holbrook, & F. Rauch
(Eds.), Inquiry-based science education in Europe: Reflections from the PROFILES Project (pp. 31-42). Berlin: Freie Universität Berlin.
EC. (2011). European Commission: Regulation (EU) No 1131/2011 of 11 November 2011 amending Annex II to Regulation (EC) No 1333/2008 of the European Parliament and of the Council with regard to steviol glycosides. Official Journal of the European Union, L 295/205, 12. November 2011. Retrieved from
eur-lex.europa.eu/LexUriServ/LexUriServ.doi=OJ:L:2011:295:0205:0211:EN:PDF
Eilks, I. (2002a). “Learning at Stations†in secondary level chemistry lessons. Science Education International, 13(1), 11-18.
Eilks, I. (2002b). Teaching ‘Biodiesel’: A sociocritical and problem-oriented approach to chemistry teaching, and students’ first views on it. Chemistry Education Research and Practice, 3, 67-75.
Eilks, I., & Feierabend, T. (2013). Developing the curriculum by Participatory Action Research – An interdisciplinary project on climate change. In T. Plomp & N. Nieveen (Eds.), Educational design research: Introduction and illustrative cases (pp. 321-338). Enschede: SLO Netherlands Institute for Curriculum Development.
Eilks, I., & Ralle, B. (2002). Participatory Action Research in chemical education. In B. Ralle & I. Eilks (Eds.), Research in Chemical Education - What does it mean? (pp. 87-98). Aachen: Shaker.
Eilks, I., Nielsen, J. A., & Hofstein, A. (2014). Learning about the role of science in public debate as an essential component of scientific literacy. In C. Bruguière, A. Tiberghien, & P. Clément (Eds.), Topics and trends in current science education (pp. 85-100). Dordrecht: Springer.
Feierabend, T., & Eilks, I. (2011). Teaching the societal dimension of chemistry along a socio-critical and problem-oriented lesson plan on the use of bioethanol. Journal of Chemical Education, 88, 1250–1256.
Hofstein, A., Eilks, I., & Bybee, R. (2011). Societal issues and their importance for contemporary science education: a pedagogical justification and the state of the art in Israel, Germany and the USA. International Journal of Science and Mathematics Education, 9, 1459-1483.
Hofstein, A., Mamlok-Naaman, R., Rauch, F., & Namsone, D. (2012). Teacher’s ownership: What is it and how is it developed?. In C. Bolte, J. Holbrook, & F. Rauch (Eds.), Inquiry-based science education in Europe: Reflections from the PROFILES Project (pp. 55-58). Berlin: Freie Universität Berlin.
Holbrook, J., & Rannikmäe, M. (2010). Contextualisation, de-contextualisation, re-contextualisation - A science teaching approach to enhance meaningful learning for scientific literacy. In I. Eilks & B. Ralle (Eds.), Contemporary science education (pp. 69 -82). Aachen: Shaker.
Holbrook, J., & Rannikmäe, M. (2012). Innovative inquiry-based science learning environments in the framework of PROFILES. In C. Bolte, J. Holbrook, & F. Rauch (Eds.), Inquiry-based science
education in Europe: Reflections from the PROFILES Project (pp. 52-55). Berlin: Freie Universität Berlin.
Mamlok-Naaman, R., & Eilks, I. (2012). Action research to promote chemistry teachers’ professional development – Cases and experiences from Israel and Germany. International Journal of Mathematics and Science Education, 10, 581-610.
Marks, R., Bertram, S., & Eilks, I. (2008). Learning chemistry and beyond with a lesson plan on “potato crispsâ€, which follows a socio-critical and problem-oriented approach to chemistry lessons – A case study. Chemistry Education Research and Practice, 9, 267-276.
Marks, R., & Eilks, I. (2009). Promoting scientific literacy using a socio-critical and problemoriented approach to chemistry teaching: Concept, examples, experiences. International Journal of
Environmental & Science Education, 4, 231-245.
Marks, R., & Eilks, I. (2010). Research-based development of a lesson plan on shower gels and musk fragrances following a socio-critical and problem-oriented approach to chemistry teaching. Chemistry Education Research and Practice, 11, 129-141.
Marks, R., Stuckey, M., Belova, N., & Eilks, I. (2014). The societal dimension in German science education – From tradition towards selected cases and recent developments. EURASIA Journal of Mathematics, Science and Technological Education, accepted for publication.
McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education, 35, 357-382.
Nehrdich, T. (2013). Zu süß, um wahr zu sein? Dimensionen einer Kontroverse im Geographieunterricht entfalten - das Beispiel des “Indianerzuckers†Stevia Rebaudiana Bertoni [Too
sweet to be true? Expanding dimensions of a controversy in Geography education – the example of the ‚indian sugar‘ Stevia Rebaudiana Bertoni]. Praxis Geographie, 43(3), 30-34.
Roth, W.-M., & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88, 263-291.
Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research Science Teaching, 41, 513–536.
Schindler, D., Markic, S., Hauk, C., Jäschke-Behrendt, E., Wilkes, M., Stuckey, M., & Eilks, I. (2014). What shall I do with my old mobile phone? – Collaborative curriculum development in PROFILESBremen. In C. Bolte, J. Holbrook, R. Mamlok-Naaman, & F. Rauch (Eds.), Science teachers‘ continuous professional development in Europe. Case studies from the PROFILES project (in print). Berlin: Freie Universität Berlin.
Sjöström, J. (2013). Towards Bildung-oriented science education. Science & Education, 22, 1873-1890.
Stolz, M., Witteck, T., Marks, R., & Eilks, I. (2013). Reflecting socio-scientific issues for science education coming from the case of curriculum development on doping in chemistry education.
EURASIA Journal of Mathematics, Science and Technological Education, 9, 273-282.
Stuckey, M., & Eilks, I. (2014). Raising motivation in the chemistry classroom by learning about the student-relevant issue of tattooing from a chemistry and societal perspective. Chemistry Education Research and Practice, 15, advance article.
Stuckey, M., Lippel, M., & Eilks, I. (2012). Sweet chemistry: Learning about natural and artificial sweetening substances and advertising in chemistry lessons. Chemistry in Action, (Winter), 36-43.
Ware, S. A. (2001). Teaching chemistry from a societal perspective. Pure and Applied Chemistry, 7, 1209-1214.
Published
2014-03-31
How to Cite
Stuckey, M., Lippel, M., & Eilks, I. (2014). Teaching Chemistry about ‘Stevia’ – A Case of Cooperative Curriculum Innovation within PROFILES in Germany. Center for Educational Policy Studies Journal, 4(1), 69–83. https://doi.org/10.26529/cepsj.214
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