Abstract
In this qualitative study, we aim to identify suitable pedagogical approaches to teaching and learning green chemistry among college students and preservice teachers by examining the teaching methods that have been used to promote green chemistry education (GCE) and how these methods have supported green chemistry learning (GCL). We found 45 articles published in peer-reviewed scientific journals since 2000 that specifically described teaching methods for GCE. The content of the articles was analyzed based on the categories of the teaching methods used and the revised version of Bloom’s taxonomy. Among the selected articles, collaborative and interdisciplinary learning, and problem-based learning were utilized in 38 and 35 articles, respectively. These were the most frequently used teaching methods, alongside a general combination of multiple teaching methods and teacher presentations. Developing collaborative and interdisciplinary learning skills, techniques for increasing environmental awareness, problem-centered learning skills, and systems thinking skills featuring the teaching methods were seen to promote GCL in 44, 40, 34, and 29 articles, respectively. The results showed that the integration of green chemistry teaching (GCT), e.g., with sustainable education, promoted GCL by fostering environmental consciousness and behavioral change and cognitive processes in a sustainable direction.
Highlights
Sustainable development has been considered a major global goal since the launch of Agenda 21 in 1992 [1]
To tackle the challenge from ecological and environmental crises such as “white pollution” [5,6] and “endocrine disrupting chemicals (EDCs) amplification effects” [7], sustainable development goals call for chemists, engineers and decision-makers [8,9] to take responsibility for sustainable solutions to these crisis and complex problems
Because only a few reviews on green chemistry education (GCE) exist [34] and there is a need to elaborate on them, we investigated the integration of green chemistry with other disciplines and the teaching methods used in colleges and teacher education to find integrative ideas incorporated in the selected articles
Summary
Sustainable development has been considered a major global goal since the launch of Agenda 21 in 1992 [1]. It has been confirmed recently with Agenda 2030 and its sustainable development goals [2]. To tackle the challenge from ecological and environmental crises such as “white pollution” [5,6] and “endocrine disrupting chemicals (EDCs) amplification effects” [7], sustainable development goals call for chemists, engineers and decision-makers [8,9] to take responsibility for sustainable solutions to these crisis and complex problems. Public Health 2020, 17, 7876; doi:10.3390/ijerph17217876 www.mdpi.com/journal/ijerph
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