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Students’ Engagement in Education as Sustainability: Implementing an Ethical Dilemma-STEAM Teaching Model in Chemistry Learning

Author

Listed:
  • Yuli Rahmawati

    (Department of Chemistry Education, Universitas Negeri Jakarta, Jakarta 13220, Indonesia)

  • Elisabeth Taylor

    (School of Education, Edith Cowan University, Joondalup, WA 6027, Australia)

  • Peter Charles Taylor

    (School of Education, Murdoch University, Murdoch, WA 6150, Australia)

  • Achmad Ridwan

    (Department of Chemistry Education, Universitas Negeri Jakarta, Jakarta 13220, Indonesia)

  • Alin Mardiah

    (Department of Chemistry Education, Universitas Negeri Jakarta, Jakarta 13220, Indonesia)

Abstract

This paper reports the results of a study on the implementation of the Ethical Dilemma STEAM Teaching Model in secondary schools in Jakarta, Indonesia. This interdisciplinary curriculum approach employed ‘ethical dilemma story pedagogy’ in a STEAM education project designed to engage students in values-based chemistry learning. Drawing on the arts, specially written ethical dilemma stories posing real-world environmental problems engaged students in exploring their value systems. Students reflected on the pros and cons of ethical dilemmas related to the everyday use of artificial fertilizers, disposal of used cooking oil and detergent waste, and environmental pollution caused by plastic waste. The purpose of the study was to investigate the potential of the Ethical Dilemma STEAM Teaching Model to empower Indonesian secondary school students with both chemistry knowledge and transdisciplinary capabilities for resolving environmental problems. The researchers conducted an interpretive case study of four high-school chemistry classes to understand students’ learning experiences and outcomes. Data were obtained from students’ reflective journals, semi-structured interviews, and classroom observations. The results demonstrate that students engaged in deep chemistry learning while simultaneously developing critical reflective social thinking, collaborative decision-making skills, and increased awareness of the need to protect the environment in order to support sustainable development. The study revealed that chemistry education can play a strategic role through ethical values learning in empowering students to become agents of change for environmental sustainability. Further research is warranted into the efficacy of the Ethical Dilemma STEAM Teaching Model for empowering students in sustainability education across a broad range of science-related topics and sociocultural contexts.

Suggested Citation

  • Yuli Rahmawati & Elisabeth Taylor & Peter Charles Taylor & Achmad Ridwan & Alin Mardiah, 2022. "Students’ Engagement in Education as Sustainability: Implementing an Ethical Dilemma-STEAM Teaching Model in Chemistry Learning," Sustainability, MDPI, vol. 14(6), pages 1-15, March.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:6:p:3554-:d:773791
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    References listed on IDEAS

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    1. Hope E. Wilson & HwanHee Song & Julie Johnson & Lucinda Presley & Kimberly Olson, 2021. "Effects of transdisciplinary STEAM lessons on student critical and creative thinking," The Journal of Educational Research, Taylor & Francis Journals, vol. 114(5), pages 445-457, September.
    2. Peng-Wei Hsiao & Chung-Ho Su, 2021. "A Study on the Impact of STEAM Education for Sustainable Development Courses and Its Effects on Student Motivation and Learning," Sustainability, MDPI, vol. 13(7), pages 1-24, March.
    3. Thomas Dahl, 2019. "Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development," Sustainability, MDPI, vol. 11(7), pages 1-10, April.
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    Cited by:

    1. Wei Zheng & Shiting Wen & Bin Lian & Ya Nie, 2023. "Research on a Sustainable Teaching Model Based on the OBE Concept and the TSEM Framework," Sustainability, MDPI, vol. 15(7), pages 1-21, March.

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