Institute for Science Education (IDN) www.chemiedidaktik.uni-bremen.de

Clothes – the Second Skin

Cosmetics: Between hope and effect – what do we put on our skin?Marc Stuckey, Nadja Belova, Juliane Hüneburg, University of Bremen; Christian Duske, OS Leibnizplatz, Bremen; Madlen Sichtling, Bernd Neudorf, OS in den Sandwehen, Bremen; Martina Dahm,

Nuran Ozan, Antje Kelm, OS Findorff, Bremen; Dr. Dörte Ostersehlt, University of Bremen, Germany

Overview and objectives of the teaching unit· The German Federal State Bremen established a new type of secondary comprehensive school

('Oberschulen')· Implementation of science as one integrated subject, for students in grades 5-8, as Biology,

Chemistry and Physics were formerly three separate science subjects· The lesson plan was developed by Participatory Action Research (PAR) as described for science

education by Eilks and Ralle (2002) in which teachers and science educators are working together and exchanging their experiences and theoretical frameworks to develop teaching materials, classroom practices and contribute to teachers' continuous professional development (Mamlok-Naaman & Eilks, 2012)

The lesson plan

· Options to tailor the materials to the specific circumstances in the different schools

· Adaptable to syllabi from other German federal states· Due to the modularized structure components of the teaching

unit can be combined individually

Goals · To conduct an open, flexible, practice-oriented and student-centered

learning environment· Promote judgement competence· A special focus of the group work was implementing pedagogies for

inner differentiation especially while conducting practical work (e.g. to give alternative experimental tasks with different degree of guidance and demand within different worksheets according to the abilities of different achieving students)

· Cooperation of teachers and university educators

References:

Eilks, I. (2002). "Learning at Stations" in secondary level chemistry lessons. Science Education International, 13 (1), 11-18.

Eilks, I., & Ralle, B. (2002). Participatory Action Research in chemical education. In B. Ralle, I. Eilks (eds.), Research in Chemical Education - What does this mean? (pp. 87-98). Aachen: Shaker.

Lippel, M., Stuckey, M. & Eilks, I. (2012). Süßungsmittel untersuchen und über Werbung lernen. Praxis der Naturwissenschaften Chemie in der Schule, 61(1), 36-40.

Mamlok-Naaman, R., & Eilks, I. (2012). Action research to promote chemistry teachers' professional development – Cases and experiences from Israel and Germany. International Journal of Mathematics and Science Education advance article.

We gratefully acknowledge the funding of the PROFILES Project from the European Community´s Seventh Framework Programme

under grant agreement no. 266589.

The module „Cosmetics: Between hope and effect“

Three sub-modules

Cosmetics: between hope

and effect

Impairment of skin by

parasites

Fibers and their properties

Introduction Subject learning Reflection of the results Discussion

· ·Collage of different cosmetic products

· What does the information on the packaging mean? (“skin friendly”, “pH-neutral” etc.)

· Discussion about advertising slogans on cosmetic products

· ·Laboratory work: learning-at-stations (Eilks, 2002)

· Experiments: e.g. exploring the pH-values of different skincare products, producing their own lip balm, hand cream or effervescent bath salts, looking at the ingredients of a peeling using a microscope

· Learning materials on basic topics like the pH-value are provided on demand

· Additional help: Flow charts with the steps of an experiment presented in short

· Presentation of the different stations using different media like Power Point, overhead projector etc.

· Optional: Creating a poster on each station

· ·Issue of advertising is revisited: Judging different advertising spots with a list of criteria

· Development of own advertising on self-made soap; students imagine themselves as advertising experts (Lippel, Stuckey & Eilks, 2012)

· Focus on questions like: What information do I want to give to the consumers? How many arguments can I use? Do I want to employ scientific content in my advertising?

Outlook · The module is now to be tested and implemented into different schools

from the PROFILES-Bremen network· The elaboration of the module on parasites will be finished shortly; the

work on the module on fabrics just began

Fizzy bath salt out of household products and the „Skin Puzzle“, a simple approah to teach the structure of the skin

Self-made...

...or conventional products?