Creating pedagogies for sustainability through chemistry education: using the context of copper mining industry in Chile

Citation

Quiroz Martinez D (2025) Creating pedagogies for sustainability through chemistry education: using the context of copper mining industry in Chile. ESERA 2025: Transitions in Science Education: Sustainability and Digital Advances The European Science Education Research Association, University of Copenhagen, 25.08.2025-29.08.2025.

Abstract
In Chile, uncontrolled pollution produced by industrial processes affects the quality of life of disadvantaged groups and destroys habitats of non-human species. Many of these ecological issues can be linked to chemistry, making chemistry classrooms a good arena for teaching sustainability. Building on the three-pillar model of sustainability of the interconnections between the environment, society, and economy, my research explores the integration of sustainability into chemistry education through an interdisciplinary approach. As a participant observer, I collaborated with a Chilean teacher, using field notes, classroom observations, and lesson materials for data collection. Data collected include field notes and audio recording of both class observation and in-depth interviews with the teacher. Data analysis 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 contextualised 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.