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Educ. Sci. 2015, 5(3), 238-254; doi:10.3390/educsci5030238

A Non-Formal Student Laboratory as a Place for Innovation in Education for Sustainability for All Students

Department of Biology and Chemistry, Institute for Science Education (IDN)—Chemistry Education, University of Bremen, Leobener Str. NW2, Bremen 28334, Germany
These authors contributed equally to this work.
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Academic Editor: Erin Frisk Redman
Received: 30 June 2015 / Revised: 10 September 2015 / Accepted: 11 September 2015 / Published: 21 September 2015
(This article belongs to the Special Issue Educating for Sustainability Transitions)
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Abstract

In many Western countries, non-formal education has become increasingly recognized as a valuable addition to the traditional educational system. In recent years, a special form of non-formal student laboratories (Schülerlabor) has emerged in Germany to promote primary and secondary practical science learning. This paper describes a developmental project on Schülerlabor learning environments for all students with a particular focus on sustainability education in the context of chemistry-related topics. The goal of reaching all students puts intentional pressure on the development process of learning environments. It forces the Schülerlabors to create a detailed model of differentiation, which can reach all learners of different interests and abilities. This also includes low-achievers and students who have disadvantaged educational biographies. In this sense, the structuring of non-formal learning environments simultaneously becomes a process of innovation with respect to both the curriculum and the teaching methods. In this paper, we present a corresponding model of differentiation and a specific example focusing on the learning about protecting and preserving metal objects in science education. Preliminary results and implications from the accompanying evaluation are also discussed. View Full-Text
Keywords: non-formal education; education for sustainability; chemistry education; innovation; curriculum; differentiation non-formal education; education for sustainability; chemistry education; innovation; curriculum; differentiation
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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MDPI and ACS Style

Affeldt, F.; Weitz, K.; Siol, A.; Markic, S.; Eilks, I. A Non-Formal Student Laboratory as a Place for Innovation in Education for Sustainability for All Students. Educ. Sci. 2015, 5, 238-254.

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