Abstract
‘Relevance’ is one of the most commonly used terms when it comes to reforms in science education. The term is used in manifold ways. It can be understood – among other things – as meeting an interest, fulfilling needs or contributing to intellectual development. Many components of relevant science education go beyond single contents and concepts; many challenges are tied to cross-curricular goals. Specifically, when it comes to the societal and vocational relevance of science education, many demands can only be met when we develop corresponding skills across disciplines and grade levels. This chapter focuses on a set of such cross-curricular goals from a chemistry education perspective, namely, education for sustainability, critical media literacy, innovation competence, vocational orientation and employability. It relates them to the idea of relevant chemistry and science education. Directions for research and curriculum development will be suggested that emerge from taking into account cross-curricular goals on the science curriculum more thoroughly.
| Original language | English |
|---|---|
| Title of host publication | Cognitive and Affective Aspects in Science Education Research : Selected Papers from the ESERA 2015 Conference |
| Editors | Kaisa Hahl, Kalle Juuti, Jarkko Lampiselkä, Anna Uitto, Jari Lavonen |
| Publisher | Springer |
| Publication date | 2017 |
| Pages | 297-307 |
| ISBN (Print) | 978-3-319-58684-7 |
| ISBN (Electronic) | 978-3-319-58685-4 |
| DOIs | |
| Publication status | Published - 2017 |