Quiroz Martinez, Denise Andrea;
(2023)
Creating pedagogies for sustainability in Chile through chemistry education: co-designing and co- implementing an educational innovation based on teachers' perspectives, beliefs and experiences.
Doctoral thesis (Ph.D), UCL (University College London).
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Abstract
Issues of sustainability are a problem in Chile because of the policies of the present and previous governments. This country has a neo-liberal model for development and many ecological problems involving social and environmental injustices and overvalue economic growth for development. Building on the three-pillar model of sustainability of interconnections between environment, society and economy, my research has two main stages. First, I interviewed ten Chilean chemistry teachers about their perspectives on sustainability. Second, I conducted an implementation phase, working closely in the classroom as a participant-observer with one teacher when teaching sustainability in a chemistry context. During this time, I drew on field notes, classroom observations, inter-active interviews with the teacher, and classroom documentation such as lesson plan and student materials. The data generated attempted to highlight teachers’ voices, experiences, and beliefs about what can be done to connect chemistry education with Education for Sustainable Development in the context of Chile. The analysis of data from teachers’ interviews indicates that they were not confident teaching about sustainability and focused mainly on the use of resources, reducing pollution, and environmental protection rather than social and economic implications. Data analysis from the implementation phase shows how a teacher realised through collaborative work that sustainability issues go beyond environmental problems and incorporated social and economic aspects into her teaching. She reflected on different aspects of her Pedagogical Context Knowledge and experienced an interdisciplinary perspective of teaching. Bringing sustainability together with chemistry supports students to use scientific knowledge to understand and discuss environmental and social injustices related to the copper mining industry, while also understanding these issues as controversial and complex problems. From a scientific point of view, comprehending the effects and the causes of the sustainability issue motivated a student to seek a way to address it through sustainable practices.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | Creating pedagogies for sustainability in Chile through chemistry education: co-designing and co- implementing an educational innovation based on teachers' perspectives, beliefs and experiences. |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2023. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10166182 |
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