Action Research and Innovation in Science Education

Acid Base Global - An Escape Room to Teach the Chemistry of Acids and Bases

Chantal Lathwesen — 2024-02-23

In recent years the popularity of educational escape rooms increased. To escape as fast as possible, learners must solve different puzzles in a collaborative manner. The puzzle structure is reminiscent of problem- or inquiry-based learning. Therefore, educational escape rooms are particularly suitable for science education. This paper describes the development and first evaluation of an educational escape room for the chemistry classroom called Acid Base Global. Acid Base Global deals with typical acid-bases reactions, neutralization, chemical formulas, the pH-value, identification of acids, bases and ampholytes as well as the Brønsted-Lowry-theory. It can be used to review and consolidate content knowledge and to diagnose learning difficulties. Acid Base Global was first implemented in an upper secondary chemistry course consisting of 16 students. A questionnaire containing six open questions and 16 Likert items was used for evaluation. All groups were able to escape within the given time limit, although the format was challenging for the students. Overall, learners were interested in the game concept and found it to be a fun approach to repeat and apply their chemical knowledge in a different way.

Professionalization for Education for Sustainable Development through Action Research using the Example of a University Course

Franz Rauch — 2024-02-23

The interdisciplinary character as well as the current and future relevance of the sustainability debate with all its inherent dilemmas and uncertainties, can provide fertile ground for educational innovation. Against this background, a team at the University of Klagenfurt, together with FORUM Umweltbildung and colleagues at teacher training colleges in Austria, designed the four-semester in-service course "BINE - Education for Sustainable Development - Innovations in Education". The aim of BINE is that the participants deal with the topics of sustainable development (SD) and education for sustainable development (ESD) as a learning community. An important element of this is the systematic reflection of innovations in their own practice within the framework of an action research study. The action research process provides a learning basis to promote the concepts of ESD as well as research and implementation skills of the participants. While sustainability topics are used as a vehicle for emancipatory education on the one hand, they are intended to trigger concrete sustainable social development processes on the other. This implies a great challenge, but also holds considerable potential for educational processes. With regard to sustainable development, education in the context of ESD means addressing questions in concrete fields of action about how the future can be shaped sustainably. This includes precise observation, analysis, evaluation and cooperative design of a concrete situation. Reflective action competence - and not blind action or unreflective action patterns - is a main goal of learning (Rauch & Pfaffenwimmer 2020).

The Importance of School and Company Cooperation in Promoting Science Education in Georgia

Natela Bagatrishvili — 2024-02-23

The article examines the cycles and results of an action research carried out as part of the ARTiST project implemented in Georgia with the participation of students from Telavi Public School N7. The activities of the teacher in the context of the action research and the study results are highlighted; the positive changes in terms of the development of practical skills of the students in the project-based activities are dealt with. In particular, the article describes how school science projects carried out in collaboration with a company change the meaning of the perspective of applying knowledge and experiences that students have gained in school in everyday life.