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Participatory Action Research in chemical education

Period: 01.02.1999 - 31.12.2019
Project management: Prof. Dr. Ingo Eilks
Financing: Förderung durch den Fonds der chemischen Industrie (FCI) im Programm 'Lehrer kooperieren'
Cooperation: Prof. Dr. Bernd Ralle (TU Dortmund), Dr. Rachel Mamlok-Naaman (Weizmann Institute of Science, IL)
Members: Prof. Dr. Silvija Markic

Within the project a founded research model has been developed. This model applies Participatory Action Research towards the aims of didactics of chemistry. This means research in a close co-operation of researchers and teachers within authentic classroom practice. The research aims on the development of new teaching concepts and general cognition about teaching and learning chemistry. Done on a founded empirical base and leading back from practice towards empirically based cognition about teaching and learning this approach is considered as being able to close the gaps between research and practice which has been described repeatedly for the field of chemical education. This model is developed further by its application in different projects of research within didactics of chemistry. This aims on questions of organising the process and safeguarding research standards.


Article in books
Eilks, Ingo: Action Research in science education - From a general justification to a specific model in practice . In: T. Stern, F. Rauch, A. Schuster & A. Townsend (eds.), Action Research, innovation and change: International perspectives across disciplines, London: Routledge (2014), 156-176
Eilks, Ingo; Feierabend, Timo: Educational design by Participatory Action Research - Theoretical foundation and its application in a cross-disciplinary project on teaching 'climate change'. In: T. Plomp & N. Nieveen (Eds.), Educational design research: Introduction and illustrative cases , Enschede: SLO Netherlands Institute for Curriculum Development (2013), 321-338 Link
Eilks, Ingo; Markic, Silvija; Witteck, Torsten: Collaborative innovation of the science classroom by Participatory Action Research - Theory and practice in a project of implementing cooperative learning methods in chemistry education. In: M. Valencic Zuljan & J. Vogrinc (eds.), Facilitating effective student learning through teacher reserach and innovation, Ljubljana:University of Ljubljana (2010), 77-102
Eilks, Ingo; Parchmann, Ilka; Gräsel, Cornelia; Ralle, Bernd: Changing teachers' attitudes and professional skills by involving teachers into projects of curriculum innovation in Germany.. In: B. Ralle, I. Eilks (Eds.): Quality in practice oriented research in science education, Aachen, Shaker (2004), 29-40
Eilks, Ingo; Ralle, Bernd: Participatory Action Research in Chemical Education. In: B. Ralle & I. Eilks (Eds.): Research in Chemical Education - What does it mean?, Aachen: Shaker (2002), 87-98 Link
Article in journals
Laudonia, Ivano; Mamlok-Naaman, Rachel; Abels, Simone; Eilks, Ingo: Action research in science education - An analytical review of the literature. In: Educational Action Research (2017), advance article
Eilks, Ingo: Aktionsforschung: Forschungsansatz oder Lebenseinstellung?. In: ide. informationen zur deutschdidaktik, 41(4) (2017), 119-120
Mamlok-Naaman, Rachel; Eilks, Ingo: Different types of Action Research to promote chemistry teachers' professional development - A joined theoretical reflection on two cases from Israel and Germany. In: International Journal of Science and Mathematics Education 10 (3) (2012), 581-610
Eilks, Ingo; Markic, Silvija: Effects of a long-term Participatory Action Research project on science teachers' professional development. In: Eurasia Journal of Mathemtics, Science and Technology Education 7 (3) (2011), 149-160 Link
Eilks, Ingo; Markic, Silvija: Die Veränderung von Lehrerinnen und Lehrern in langzeitlichen Modellen partnerschaftlicher Unterrichtsentwicklung und –forschung durch Partizipative Aktionsforschung in der Chemiedidaktik. In: Chimica etc. Didactica 33(99) (2007), 30-48
Markic, Silvija; Eilks, Ingo: Cooperative and context-based learning on electrochemical cells in lower secondary science lessons - A project of Participatory Action Research. In: Science Education International 17(4) (2006), 253-273 Link
Eilks, Ingo: Co-operative curriculum development in a project of Participatory Action Research within chemical education: Teachers' reflection. In: Science Education International 14(4) (2003), 41-49 Link
Eilks, Ingo; Ralle, Bernd: Perspektiven für die Chemiedidaktik am Beginn des 21. Jahrhunderts - Ein Beitrag zur Diskussion um die Chemiedidaktik als wissenschaftliche Disziplin. In: Chemie konkret 9(4) (2003), 171-175
Valanides, Nicos; Nicolaidou, Anastahsia; Eilks, Ingo: Twelfth-grade students' understandings of oxidation and combustion - Using Action Research to improve teachers`practical knowledge and teaching practice. In: Research in Science and Technological Education 25(2) (2003), 159-175
Eilks, Ingo; Ralle, Bernd: Partizipative fachdidaktische Aktionsforschung - ein Modell für eine praxisnahe curriculare Entwicklungsforschung in der Chemiedidaktik. In: Chemie konkret 9(1) (2002), 13-18
Article in proceedings
Eilks, Ingo: From Technical to Emancipatory Action Research - A Six Year Case Study on Science Teachers Involved in a Cooperative Curriculum Development Project. In: Paper presented at the 6th ESERA-Conference (CD-ROM), Malmoe (2007)
Eilks, Ingo; Markic, Silvija: Kooperatives und kontextorientiertes Lernen zu Batterien und Akkumulatoren in der SI - ein Porjekt Partizipativer Aktionsforschung. In: A. Pitton (Hrsg.): Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung, Münster, LIT (2005), 190-192 Link
Eilks, Ingo: Teachers' reflection on co-operative curriculum development in a project of Participatory Action Research within chemical education. In: 5th Conference of the European Science Education Research Association, Nordwijkerhout (2003)
Eilks, Ingo: Participatory Action Research within chemical education - a research design and experiences with its application. In: Proceeding of the 2nd Conf. on Science Education, Latsia, Zypern (2002), 156-157

Last change: 6.4.2018