Creating pedagogies for sustainability in Chile through chemistry education: Benefits and challenges from teachers’ perspectives

Citation

Quiroz Martinez D (2019) Creating pedagogies for sustainability in Chile through chemistry education: Benefits and challenges from teachers’ perspectives., 26.08.2019-30.08.2019.

Abstract
Chile is in the top ten countries with environmental issues in the world and has 37 documented environmental conflicts, which are related to mining industries. Industrial pollution has affected the natural environment and diminished the quality of life of the economically disadvantaged people who live nearby. Building on the three pillars model of sustainability about interconnections between environment, society and economy, this research explores how a Chilean chemistry teacher integrates sustainability in her teaching by using the context of the copper mining industry in Chile. Data collected include field notes and audio recording of both class observation and in-depth interviews with the teacher. Analysis of data shows bringing sustainability together chemistry allowing students using scientific knowledge for understanding and discussing both environmental and social injustices related to the copper industry while also understanding these issues as controversial and complex problems. Discussing unsustainable industrial activities can be a good context for teaching sustainability through chemistry education because it provides a contextualized example of chemistry in everyday life, while also allowing for criticism of industrial activities in Chile and addressing it through sustainable practices in the context of a country with a neo-liberal model for development such as Chile.