Student empowerment in a constructivist values learning environment for a healthy and sustainable world
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Student empowerment in a constructivist values learning environment for a healthy and sustainable world Yuli Rahmawati1 · Elisabeth Taylor2 · Peter Charles Taylor3 · Rekha Koul4 Received: 6 November 2019 / Accepted: 18 August 2020 © Springer Nature B.V. 2020
Abstract Civic education is a moral development imperative of the Indonesian national curriculum and the United Nation’s policy on education for sustainable development. It was within this context that we investigated the impact of ethical dilemma story pedagogy (EDSP) on student learning in a constructivist Indonesian STEM learning environment. EDSP uses specially-designed stories to engage students in ethical decision-making for resolving sustainable development dilemmas occurring in their daily lives. The research was conducted in six Indonesian middle schools with 462 students of chemistry, and it was designed to lead to understanding of how well students engaged in a constructivist values learning environment aimed at developing chemistry knowledge/skills and ethical values for living sustainably in the 21st century. Data were collected using the Constructivist Values Learning Environment Survey (CVLES), classroom observations, student interviews and students’ reflective journals. Generally, students had positive perceptions of their constructivist values learning environment, engaged deeply in chemistry learning, reflected critically on their values and the social use of chemistry, and practised mutually-respectful communication and collaborative decision-making as strategies for solving sustainability dilemmas. We conclude that ethical dilemma story pedagogy can play an important role in integrating STEM education and civic education. Keywords Chemistry learning · Civic education · Constructivist classroom learning environment · Education for sustainable development · Ethical dilemma story pedagogy · STEM education · Transdisciplinary curriculum integration
* Yuli Rahmawati [email protected] 1
Universitas Negeri Jakarta, East Jakarta, Indonesia
2
Edith Cowan University, Perth, Australia
3
Murdoch University, Perth, Australia
4
Curtin University, Perth, Australia
13
Vol.:(0123456789)
Learning Environments Research
Introduction Education systems worldwide are facing the challenge of preparing students to live in a complex global society being transformed simultaneously by the rapid rise of the ‘fourth industrial (digital) revolution’ (WEF 2019) and the devastating impact of climate change and plastic pollution on the Earth’s natural systems (IPCC 2018; WEF 2016). Science, technology, engineering and mathematics (STEM) education is widely regarded as a key to preparing students for careers in the digital economy. Traditionally, STEM disciplines have focussed on developing students’ objective knowledge of the world. This perspective was transformed during the ‘constructivist education revolution’ of the late 20th century which made meaningful learning a high priority pedagogical concern. Given the global problems now facing humankind
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