A Non-Formal Student Laboratory as a Place for Innovation in Education for Sustainability for All Students
AbstractIn 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
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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.
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. Education Sciences. 2015; 5(3):238-254.Chicago/Turabian Style
Affeldt, Fiona; Weitz, Katharina; Siol, Antje; Markic, Silvija; Eilks, Ingo. 2015. "A Non-Formal Student Laboratory as a Place for Innovation in Education for Sustainability for All Students." Educ. Sci. 5, no. 3: 238-254.