Contextualising an International Science Curriculum in the Anthropocene
Chemistry Teachers’ Approach to Knowledge when Selective Traditions are Challenged
Bibliographic Data
| ID | 21585804 |
|---|---|
| Authors | Merve Yavuzkaya (0000-0003-4230-2026, Malmö University, corresponding author), Helen Hasslöf (0000-0002-1730-4655, Malmö University), Jesper Sjöström (0000-0002-3083-1716, Malmö University) |
| Year | 2026 |
| Volume | 35 |
| Issue | 3 |
| Pages | 609-634 |
| Publication date | 2026-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science & Education (JOURNAL) |
| Journal identifiers | ISSN: 0926-7220 • E-ISSN: 1573-1901 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11191-025-00675-8 |
| OpenAlex | W4412661987 |
| Language | EN |
| References cited | 74 |
The urgent and contemporary challenges of the Anthropocene confront science education and the historical period in which science education has developed. Engaging with this confrontation, the article turned to experienced chemistry teachers in a case study by exploring how they approach school chemistry knowledge in the Anthropocene. Focus group discussions among experienced upper secondary chemistry teachers were analysed to address this aim. Five chemistry teachers deeply immersed in the chemistry discipline discussed chemistry education in the context of the Anthropocene. The participating teachers are experienced with international (Diploma Programme of International Baccalaureate) and national (Swedish) chemistry curricula. The analyses showed that through chemistry knowledge, the teachers mediate conflicting emotions for their students to engage with the challenges of the Anthropocene. Furthermore, realising the entanglements of chemistry with other systems, school chemistry knowledge is viewed as a prerequisite and a central tool for engaging with the ethico-socio-political challenges of the Anthropocene. The article discusses the findings as perspective-generating results, regarding taken-for-granted assumptions on chemistry education and selective traditions
Anthropocene · Curriculum · Engineering ethics · Environmental ethics · Pedagogy · Sociology · Climate Change and Geoengineering · Climate Change Communication and Perception · Engineering · Interdisciplinary Research and Collaboration · Philosophy
World-Centred Education
Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept of Bildung
Thematic Analysis
A Doughnut for the Anthropocene
Anxiety, Worry, and Grief in a Time of Environmental and Climate Crisis
Globalization and environmental education
Knowledge, power and powerful knowledge re‐visited
SAQ, SSI and STSE education
Thematic Analysis
Earth beyond six of nine planetary boundaries
The Anthropocene
Planetary boundaries
A safe operating space for humanity
ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik
Scientific Literacy and Social Transformation
The Critical Role of Understanding Epistemic Practices in Science Teaching Using Wicked Problems
After the posts
Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education
Powerful knowns and powerful knowings
Powerful knowledge, educational potential and knowledge-rich curriculum
An Attempt at a “Compositionist Manifesto”
Restrained Teaching
On the powers of powerful knowledge
Overcoming the crisis in curriculum theory
Wicked problems
Revisiting the democratic paradox of environmental and sustainability education
Education for sustainable development, participation and socio‐cultural change
Chemistry teachers’ perspectives and understanding in integrating sustainability into teaching
The Risk and Potentiality of Engaging with Sustainability Problems in Education—A Pragmatist Teaching Approach
Using thematic analysis in psychology
Science curriculum-making for the Anthropocene
Qualitative Quality
Why Has Critique Run out of Steam? From Matters of Fact to Matters of Concern
| Highly cited | No |
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