ABSTRACT
This chapter targets process drama in chemistry education, as a potential means of enabling student engagement with “wicked” sustainability issues to promote anticipatory competence and provide readiness to act for a sustainable future. Here, students and teachers are assigned roles as researchers, politicians, and journalists, travel in time to explore the motives and consequences of using plastic (e.g. plastic pollution). The process drama enables the students to shift perspectives between past, present, and future, with the potential to make aspects of the plastic issue visible to the students in ways that would not have been possible if the process drama had only taken place in the present. The process drama described in this chapter can be a framework and inspiration to use not only in chemistry teaching, but also in other science subjects, and in combination with other disciplines, to integrate wicked problems into teaching.
