Critical Chemical Literacy as a Main Goal of Chemistry Education Aiming for Climate Empowerment and Agency
Jesper Sjöström, Merve Yavuzkaya, Gonzalo Guerrero, Ingo Eilks
Abstract
High Resolution Image Download MS PowerPoint Slide In this article, we regard what we call critical chemical literacy as a basis for climate empowerment and agency from a chemistry education point of view. We explain what we mean by critical chemical literacy by presenting four frameworks/models, all based on previous research but here developed with critical chemical literacy as a guiding principle. One of these frameworks/models consists of the following four main aspects: powerful chemical conceptual knowledge, powerful knowledge about chemical practices, powerful knowledge about chemistry in society, and eco-reflexive chemical agency. Another framework/model highlights three visions of chemistry education, from focusing only on concepts, via also focusing on context, to an inclusive, critical, and eco-reflexive vision focusing on complexity and responsibility. All four frameworks/models can support chemistry educators’ considerations concerning content, teaching, and learning in and about chemistry in relation to, for instance, climate issues.