Chemistry Teaching in a STSE Perspective: A School Project

Cláudia Margarida Simões¹ and Maria de Nazaré Castro Trigo Coimbra^1,

¹Centre for Studies on Education and Training (CEEF/CeiEF), Lusófona University, Porto, Portugal

Cite this paper:
Cláudia Margarida Simões and Maria de Nazaré Castro Trigo Coimbra. Chemistry Teaching in a STSE Perspective: A School Project. American Journal of Educational Research. 2016; 4(10):731-735. doi: 10.12691/education-4-10-4

Abstract

This study focuses on environmental education in school, based on a work project with a laboratorial component. Thus, it is intended to disclose part of a wider research on the evaluation of an intervention project in the local environment, developed by students of a secondary school in the north of Portugal. The research is qualitative in nature, and it is focused on the discursive textual analysis of the report made by the coordinator of a school project and in the reports of students. The results show more awareness by young people, despite some difficulties in scientific writing and dissemination of results. Overall, there is a positive assessment of the project, the deepening of students´ scientific literacy and their commitment to a sustainable development of the local environment.

Keywords:
environmental education scientific literacy chemistry teaching school project

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