Jesper Sjöström, Merve Yavuzkaya, Gonzalo Guerrero, Ingo Eilks
In this article, we regard what we call critical chemical literacy as a basis for climate empowerment and agency from a chemistry education point of view. We explain what we mean by critical chemical literacy by presenting four frameworks/models, all based on previous research but here developed with critical chemical literacy as a guiding principle. One of these frameworks/models consists of the following four main aspects: powerful chemical conceptual knowledge, powerful knowledge about chemical practices, powerful knowledge about chemistry in society, and eco-reflexive chemical agency. Another framework/model highlights three visions of chemistry education, from focusing only on concepts, via also focusing on context, to an inclusive, critical, and eco-reflexive vision focusing on complexity and responsibility. All four frameworks/models can support chemistry educators’ considerations concerning content, teaching, and learning in and about chemistry in relation to, for instance, climate issues. © 2024 The Authors. Published by American Chemical Society and Division of Chemical Education, Inc.
Department of Science, Mathematics and Society (NMS), Faculty of Education and Society, Malmö University, Malmö, SE-205 06, Sweden; IOE, UCL’s Faculty of Education and Society, University College London, 20 Bedford Way, London, WC1H 0AL, United Kingdom; Department of Biology and Chemistry, Institute for Science Education (IDN), University of Bremen, Leobener Strasse NW2, Bremen, 28334, Germany; Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, 65145, Indonesia
