Ingo Eilks
Biographic Data
| ID | 3462728 |
|---|---|
| NAME | Ingo Eilks |
| GIVEN NAMES | Ingo |
| FAMILY NAME | Eilks |
| SIGNATURE | EILKS I |
| AFFILIATIONS | University of Bremen |
| ORCID | 0000-0003-0453-4491 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The Impact of an Intervention on Plastics and Bioplastics on Pre-Service Science Teachers’ Green Chemistry and Sustainability Awareness and Their Attitudes Toward Environmental Education
This research aimed to evaluate the awareness of pre-service science teachers regarding green chemistry, sustainability, and their perspectives on environmental education. A total of 198 pre-service science teachers from primary and secondary school programs at a teacher education college in Israel participated by completing a 34-item questionnaire. Among these, 29 prospective chemistry and biology teachers engaged in an intervention that explore…
Implications of the Concept of Glocalization for Science Education for Sustainability with a Specific View on Promoting Water Literacy
Challenges in global water use draw attention to narratives that raise awareness and influence policy but often fail to address specific local issues effectively. The idea of glocalization integrates global and local perspectives and recognizes the unique ecological knowledge of local and indigenous communities, which may differ from Western modern scientific views. This study provides a comprehensive analysis of the literature in education, spec…
Investigating the Effects of Practice Time on Student Achievement Considering Variations in Demographics across Various Chemistry Topics
This study examined the relationship between the time students spend on practice problems and their performance on exams in various chemistry topics, considering their demographics. The researchers divided 91 general chemistry students into three groups based on the time allotted for solving intervention questions: Minimum, Average, and Maximum. The results showed that the Minimum and Average time groups benefited almost equally, but the performa…
Education for Sustainability Meets Confucianism in Science Education
Confucianism provides a specific view on the world held by many people living in several Asian societies. It offers views on humans and nature that generally differ from other traditional or Western modern views. The paper presents a systematic analysis of the literature in education with a focus on science education about the connection of Confucianism with education for sustainability. It suggests a framework for how education for sustainabilit…
Cooperative Learning With and About Internet Forums
In today’s society, digital media play an increasing role in gathering and exchanging information. A growing part of communication takes place in the Internet and many people are increasingly influenced by information provided via digital and social media. Development of critical media literacy is needed, if the general public is expected to effectively deal with this flood of information and to become able to distinguish between correct and fals…
Students’ Strategies When Dealing with Science-Based Information in Social Media—A Group Discussion Study
As the world becomes increasingly complex, students must learn how to critically evaluate media messages and facts. Young people often obtain information from social media. Due to the ease with which information can be spread through such media, science misinformation is more prevalent. Learning how to critically evaluate information is expected to develop students’ abilities to critically evaluate science and media content. Group discussions wer…
Learning about Pesticide Use Adapted from Ethnoscience as a Contribution to Green and Sustainable Chemistry Education
This study shows how students can learn about green and sustainable chemistry by using the knowledge perspective of a local indigenous culture as a starting point. This learning approach encourages students to learn chemistry by connecting culture with learning about green chemistry. The cultural context selects the use of a phytochemical agent (d-limonene) from a local plant (Citrus grandis), which is a traditional botanical pesticide that is us…
A Case Study on the Use of Contexts and Socio-Scientific Issues-Based Science Education by Pre-service Junior High School Science Teachers in Indonesia During Their Final Year Teaching Internship
This paper presents a case study looking at the use of daily life contexts and socio-scientific issues by pre-service science teachers (PSTs) in Indonesia during their final year teaching internship. The study is based on a questionnaire distributed to 42 PSTs at a State University in East-Java after they took part in a teaching internship program. The questionnaire focuses on the contexts the PSTs used in their teaching and how the contexts were…
Exploring Indigenous Science to Identify Contents and Contexts for Science Learning in Order to Promote Education for Sustainable Development
Indigenous science is comprised of the science-related knowledge and associated practices of indigenous cultures. Indigenous science provides rich contexts that can contribute to understanding the relationship of sociocultural life and environmental ethics in certain communities. It can also lead to better reflection upon Western modern views of science. Based on a qualitative analysis of indigenous science in the Baduy community (Indonesia), we …
Exploring Chemistry Professors’ Methods of Highlighting the Relevancy of Chemistry
This study focused on inquiring into undergraduate chemistry professors’ efforts in North America to increase student motivation and interest in the subject and the feasibility of methods that connect students to real world applications and societal issues related to chemistry. A survey was distributed to chemistry instructors at post-secondary institutions across the United States and Canada asking about the usage of methods and tools to deliver…
The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education
This paper presents a qualitative cross-level study with a focus on prospective and in-service teachers’ pedagogical content knowledge (PCK) of redox reactions in Germany. The objective was to investigate and analyze the differences in PCK between those in pre-service teacher education and those working as teachers. The sample included four different groups: bachelor’s students, master’s students, graduate teacher trainees, and in-service teacher…
A Survey of Indonesian Science Teachers’ Experience and Perceptions toward Socio-Scientific Issues-Based Science Education
This survey explored Indonesian science teachers’ experience and perceptions toward science teaching that is based on socio-scientific issues (SSIs). The participants were asked whether or not they already used corresponding practices in their own teaching and whether they experienced any challenges in implementing SSI-based pedagogies. Further focal points were the teachers’ views on student competencies that can be fostered through SSI-based ed…
A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability
Indigenous knowledge provides specific views of the world held by various indigenous peoples. It offers different views on nature and science that generally differ from traditional Western science. Futhermore, it introduces different perspectives on nature and the human in nature. Coming basically from a Western perspective on nature and science, the paper analyzes the literature in science education focusing on research and practices of integrat…
Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept of Bildung
Over the last 50 years, policy makers and STEM educators have argued for Scientific Literacy (SL). SL is a typical boundary object that everyone can agree on, but that is filled with different meanings by different stakeholders. Roberts (as published in Abell SK, Lederman NG (eds), Handbook of research on science education. Lawrence Erlbaum, Mahwah, pp. 729–780, 2007) has identified two main orientations of SL: Vision I starts from and focuses on…
Use of the concept ofBildungin the international science education literature, its potential, and implications for teaching and learning
Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent year…
The meaning of ‘relevance’ in science education and its implications for the science curriculum
‘Relevance’ is one of the key terms related to reforms in the teaching and learning of science. It is often used by policy-makers, curriculum developers, science education researchers and science teachers. In recent years, many policy documents based on international surveys have claimed that science education is often seen (especially at the secondary school level) as being irrelevant for and by the learners. The literature suggests that making …
Partizipative Fachdidaktische Aktionsforschung. Ein Modell für eine begründete und praxisnahe curriculare Entwicklungsforschung in der Chemiedidaktik
DIE CHEMIEDIDAKTIK als wissenschaftliche Disziplin ist noch vergleichsweise jung und befindet sich im Spannungsfeld zwischen den allgemeinen Erziehungswissenschaften und ihrer Bezugswissenschaft Chemie. Ihre primäre Zuordnung ist dabei durchaus umstritten. Auch sind die Methoden und Forschungsstrategien recht uneinheitlich. Sie bewegen sich zwischen klassischer empirischer Unterrichtsforschung und der fachwissenschaftlich ausgerichteten Erschließ…
Use of the concept ofBildungin the international science education literature, its potential, and implications for teaching and learning
Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent year…
Partizipative Fachdidaktische Aktionsforschung. Ein Modell für eine begründete und praxisnahe curriculare Entwicklungsforschung in der Chemiedidaktik
DIE CHEMIEDIDAKTIK als wissenschaftliche Disziplin ist noch vergleichsweise jung und befindet sich im Spannungsfeld zwischen den allgemeinen Erziehungswissenschaften und ihrer Bezugswissenschaft Chemie. Ihre primäre Zuordnung ist dabei durchaus umstritten. Auch sind die Methoden und Forschungsstrategien recht uneinheitlich. Sie bewegen sich zwischen klassischer empirischer Unterrichtsforschung und der fachwissenschaftlich ausgerichteten Erschließ…
The meaning of ‘relevance’ in science education and its implications for the science curriculum
‘Relevance’ is one of the key terms related to reforms in the teaching and learning of science. It is often used by policy-makers, curriculum developers, science education researchers and science teachers. In recent years, many policy documents based on international surveys have claimed that science education is often seen (especially at the secondary school level) as being irrelevant for and by the learners. The literature suggests that making …
Use of the concept ofBildungin the international science education literature, its potential, and implications for teaching and learning
Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent year…
Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept of Bildung
Over the last 50 years, policy makers and STEM educators have argued for Scientific Literacy (SL). SL is a typical boundary object that everyone can agree on, but that is filled with different meanings by different stakeholders. Roberts (as published in Abell SK, Lederman NG (eds), Handbook of research on science education. Lawrence Erlbaum, Mahwah, pp. 729–780, 2007) has identified two main orientations of SL: Vision I starts from and focuses on…
The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education
This paper presents a qualitative cross-level study with a focus on prospective and in-service teachers’ pedagogical content knowledge (PCK) of redox reactions in Germany. The objective was to investigate and analyze the differences in PCK between those in pre-service teacher education and those working as teachers. The sample included four different groups: bachelor’s students, master’s students, graduate teacher trainees, and in-service teacher…
A Survey of Indonesian Science Teachers’ Experience and Perceptions toward Socio-Scientific Issues-Based Science Education
This survey explored Indonesian science teachers’ experience and perceptions toward science teaching that is based on socio-scientific issues (SSIs). The participants were asked whether or not they already used corresponding practices in their own teaching and whether they experienced any challenges in implementing SSI-based pedagogies. Further focal points were the teachers’ views on student competencies that can be fostered through SSI-based ed…
A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability
Indigenous knowledge provides specific views of the world held by various indigenous peoples. It offers different views on nature and science that generally differ from traditional Western science. Futhermore, it introduces different perspectives on nature and the human in nature. Coming basically from a Western perspective on nature and science, the paper analyzes the literature in science education focusing on research and practices of integrat…
A Case Study on the Use of Contexts and Socio-Scientific Issues-Based Science Education by Pre-service Junior High School Science Teachers in Indonesia During Their Final Year Teaching Internship
This paper presents a case study looking at the use of daily life contexts and socio-scientific issues by pre-service science teachers (PSTs) in Indonesia during their final year teaching internship. The study is based on a questionnaire distributed to 42 PSTs at a State University in East-Java after they took part in a teaching internship program. The questionnaire focuses on the contexts the PSTs used in their teaching and how the contexts were…
Exploring Indigenous Science to Identify Contents and Contexts for Science Learning in Order to Promote Education for Sustainable Development
Indigenous science is comprised of the science-related knowledge and associated practices of indigenous cultures. Indigenous science provides rich contexts that can contribute to understanding the relationship of sociocultural life and environmental ethics in certain communities. It can also lead to better reflection upon Western modern views of science. Based on a qualitative analysis of indigenous science in the Baduy community (Indonesia), we …
Exploring Chemistry Professors’ Methods of Highlighting the Relevancy of Chemistry
This study focused on inquiring into undergraduate chemistry professors’ efforts in North America to increase student motivation and interest in the subject and the feasibility of methods that connect students to real world applications and societal issues related to chemistry. A survey was distributed to chemistry instructors at post-secondary institutions across the United States and Canada asking about the usage of methods and tools to deliver…
Cooperative Learning With and About Internet Forums
In today’s society, digital media play an increasing role in gathering and exchanging information. A growing part of communication takes place in the Internet and many people are increasingly influenced by information provided via digital and social media. Development of critical media literacy is needed, if the general public is expected to effectively deal with this flood of information and to become able to distinguish between correct and fals…
Students’ Strategies When Dealing with Science-Based Information in Social Media—A Group Discussion Study
As the world becomes increasingly complex, students must learn how to critically evaluate media messages and facts. Young people often obtain information from social media. Due to the ease with which information can be spread through such media, science misinformation is more prevalent. Learning how to critically evaluate information is expected to develop students’ abilities to critically evaluate science and media content. Group discussions wer…
Learning about Pesticide Use Adapted from Ethnoscience as a Contribution to Green and Sustainable Chemistry Education
This study shows how students can learn about green and sustainable chemistry by using the knowledge perspective of a local indigenous culture as a starting point. This learning approach encourages students to learn chemistry by connecting culture with learning about green chemistry. The cultural context selects the use of a phytochemical agent (d-limonene) from a local plant (Citrus grandis), which is a traditional botanical pesticide that is us…
Education for Sustainability Meets Confucianism in Science Education
Confucianism provides a specific view on the world held by many people living in several Asian societies. It offers views on humans and nature that generally differ from other traditional or Western modern views. The paper presents a systematic analysis of the literature in education with a focus on science education about the connection of Confucianism with education for sustainability. It suggests a framework for how education for sustainabilit…
Investigating the Effects of Practice Time on Student Achievement Considering Variations in Demographics across Various Chemistry Topics
This study examined the relationship between the time students spend on practice problems and their performance on exams in various chemistry topics, considering their demographics. The researchers divided 91 general chemistry students into three groups based on the time allotted for solving intervention questions: Minimum, Average, and Maximum. The results showed that the Minimum and Average time groups benefited almost equally, but the performa…
The Impact of an Intervention on Plastics and Bioplastics on Pre-Service Science Teachers’ Green Chemistry and Sustainability Awareness and Their Attitudes Toward Environmental Education
This research aimed to evaluate the awareness of pre-service science teachers regarding green chemistry, sustainability, and their perspectives on environmental education. A total of 198 pre-service science teachers from primary and secondary school programs at a teacher education college in Israel participated by completing a 34-item questionnaire. Among these, 29 prospective chemistry and biology teachers engaged in an intervention that explore…
Implications of the Concept of Glocalization for Science Education for Sustainability with a Specific View on Promoting Water Literacy
Challenges in global water use draw attention to narratives that raise awareness and influence policy but often fail to address specific local issues effectively. The idea of glocalization integrates global and local perspectives and recognizes the unique ecological knowledge of local and indigenous communities, which may differ from Western modern scientific views. This study provides a comprehensive analysis of the literature in education, spec…
Pedagogy (13 works) · Science education (10 works) · Sociology (10 works) · Educational Strategies and Epistemologies (9 works) · Mathematics education (9 works) · Psychology (9 works) · Education and Critical Thinking Development (8 works) · Science Education and Pedagogy (8 works) · Chemistry (7 works) · Computer Science (7 works)