Chemical Concepts Research Articles

Boosting Student Motivation in Chemistry: A Study on the Integration of Educational Robotics and Mobile Technology for pH Instruction

To address the challenge of improving the understanding of chemistry concepts, particularly pH, this study explored the impact of integrating educational robotics on students’ motivation and learning outcomes. A total of 160 3rd-year middle school students from a public school in Meknes, Morocco, participated in the study, which was divided into an experimental group (n = 82) and a control group (n = 78). Student performance was evaluated through standardized tests, while motivation levels were gauged using a questionnaire. The findings indicated a significant increase in motivation among students in the experimental group compared to those in the control group. However, no significant differences in overall academic performance were detected between the two groups. These findings provide valuable insights for educators and curriculum developers, underscoring the importance of integrating innovative pedagogical approaches with traditional methods to enhance science education.

White analytical chemistry evaluation of medicines quality screening devices in low- and middle-income countries field settings

Addressing the quality of circulating medicines in low- and middle-Income countries is challenging due to limited access to affordable and rapid laboratory analyses. Moreover, traditional analytical methods generate hazardous waste, posing further environmental and health risks, conflicting with several United Nations Sustainable Development Goals, such as reducing pollution and conserving ecosystems.In response to these environmental challenges, the concept of green analytical chemistry emerged promoting environmentally friendly practices through principles such as reducing chemical use, minimizing energy consumption, and managing waste. Various green metric tools have been developed to assess the environmental impact of analytical methods, but these often neglect the reliability and applicability of the methods. To address this gap, approaches like White Analytical Chemistry (WAC) have been proposed, integrating criteria for environmental safety, reliability, and cost-effectiveness. WAC's principles are categorized into red (fitness for purpose), green (environmental safety), and blue (cost-efficiency) criteria.This study aims to use the WAC approach to provide a holistic comparison of different medicines' quality screening devices, helping developing countries with high SF medicine prevalence make informed choices. Three different situations are investigated: ex-ante evaluation, ex-post evaluation of the qualitative performances and ex-post evaluation of the quantitative performances of the most used medicines’ quality screening devices in low- and middle-income countries field settings.

FORMATION OF CONCEPTUAL AND TERMINOLOGICAL APPARATUS AS A COMPONENT OF PROFESSIONALLY ORIENTED FUTURE PHARMACIST TRAINING

The article analyzes the process of forming the conceptual and terminological apparatus as a component of professionally oriented training of future pharmacists; based on generalization of theoretical foundations, the features, strategies, and methods, the formation of the conceptual and terminological apparatus that contribute to the efficient training of future pharmacists in the process of studying the discipline «Analytical Chemistry» are revealed. The following criteria for the selection of chemical terms and concepts are proposed: thematic affiliation (exclusion of terms from related fields), focus on the vocabulary, systematicity, completeness of terminology coverage, as well as synchronicity (time factor), usage (frequency), semantic value of the term, term-forming capacity, normativity, and connectivity. The article considers the holistic organization of work on the qualitative mastering of the terminological vocabulary of analytical chemistry, and the development of professionally oriented communicative competence of future specialists majoring in the specialty 226 «Pharmacy, Industrial Pharmacy». It involves the use of proven methods and techniques for the rational selection, semantization and presentation of terminological language units. The exercises are divided into types, and their sequence in working with terms is established: introduction of terminological vocabulary (preparatory exercises) – language exercises – communicative and linguistic exercises, which involve the simultaneous selection and functioning of pre-text, while-text, and post-text exercises in such work. Post-textual tasks and forms of application of exercises have been developed. They are the following: work in pairs, organizing a cluster based on reference material, sentence construction, terminological dictation, and crossword puzzles. microtext construction, formulating definitions of terms, working with mental maps, using multimedia, trainings, video presentations, and the game «Guess the term!». It has been concluded that the usage of various communicative and speech exercises aimed at mastering terminological vocabulary in the process of teaching analytical chemistry contributes to professional communication skills improvement in the discipline and, by forming terminological experience, increases the level of professional language competence of future pharmacy specialists.

Development of a novel and useful methodology for the simultaneous analysis of multiclass contaminants in bovine fat.

The instrumental development of tandem mass spectrometers fosters the actual trend in the trace analysis of organic compounds to the development of methods that allow the analysis of contaminants of the most diverse origin in a single analytical sample. The multiclass methods are aligned with the Who's One Health initiative while accomplishing the concepts of green chemistry. However, there are few reports of wide scope multiclass methods for the analysis of contaminants in this matrix. In this work, a method for the simultaneous determination of 62 compounds in bovine fat, was developed and validated following DG-SANTE/11813/2021 guidance. Liquid nitrogen milled fat was extracted with toluene and acetonitrile. Then a clean-up in a cryogenic bath, followed by dispersive solid phase extraction was performed. Residue determination was done using liquid chromatography for 44 compounds and gas chromatography for 18 compounds, both coupled to tandem mass spectrometry in MRM mode. The method was first developed and validated for two ectoparasiticides, then the scope was expanded for the analysis of 13 veterinary drugs and 49 pesticides. Recovery percentages were in the range of 60-134%, high matrix effect was observed in 50% of the scope of the method. Most compounds presented limits of quantification of 10 μg kg-1 in compliance with international requirements. The method was applied to monitor 49 commercial samples to evaluate its performance. Eighty percent of samples contained ethion and 10% had fluazuron, both within MRLs, highlighting the need for proper withdrawal times.

Development of Project Based Learning E-Module on Salt Hydrolysis Material to Improve Student Learning Outcomes

The conventional printed modules used in schools have not been able to make students active and understand chemical concepts. Therefore, it is necessary to develop an interactive multimedia-based e-module grounded in Project Based Learning (PjBL), equipped with videos, images, and interactions to engage students and facilitate easier comprehension of chemical materials. The iam of this study is to improve the learning outcomes of class XI Science Muhammadiyah 1 High School Pontianak. The method used in this research is development (research and development) employing the ADDIE model, which includes the stages of (analysis, design, development, implementation, and evaluation). The research findings indicate very high criteria with an average validity coefficient of 0.93 for each aspect of media, materials, and language. The practicality analysis, based on the response questionnaires from the small group trial and the main field trial, showed practicality values of 71% and 74%, respectively, both with practical criteria. It can be concluded that the project based learning e-module developed is feasible to be used as an effective and practical learning tool for XI Science students and chemistry teachers in high schools.

Application of Augmented Reality in Chemistry Education: A Systemic Review Based on Bibliometric Analysis from 2002 to 2023

This extensive bibliometric analysis examines Augmented Reality (AR) adoption and its effects on chemistry education from 2002 to 2023. AR's interaction, three-dimensional visualizations of molecular structures and reactions prove as a promising method for chemical concepts that are ever-increasingly sophisticated and for educational methods that tend to be less on repetition and more engagement. AR, by supplementing digital elements into the real world, enhances the visualization of more abstract chemical principles. VOSviewer and Biblioshiny were implemented for the visualization and analysis of Scopus database scholarly articles, conference proceedings, and educational case studies. Using this approach, relevant trends, themes, and the development of AR applications in chemistry education have been revealed. It is, therefore, obvious that the integration of AR in chemistry curricula has increased by far since the comprehension and student engagement in chemistry improved. AR applications improved spatial reasoning, which helps students understand molecular geometries and chemical reactions. This analysis shows that AR can be used for augmented textbooks and immersive lab simulations, demonstrating its educational flexibility. AR is a major step toward interactive and effective chemistry literacy. The study highlights AR in chemistry education and addresses emerging issues that will advance this dynamic field.

Exploring the Emergence of Chemistry in Preschool Education: A Qualitative Perspective

The objective of this study was to deepen our comprehension of how children develop understanding in the field of science, particularly in chemistry. Using the framework theory as a theoretical lens enabled a focus on emergence as a dynamic change and transition. According to the framework theory, children’s science learning involves a wide range of intuitive and counterintuitive scientific concepts related to ontological and epistemological perspectives. How children transition from everyday to scientific thinking during their early years of education is influenced by ontological and epistemological stances. The objective of this study is to introduce science content—including chemical concepts to preschool children—by utilizing a play-based learning approach in a longitudinal study. The exploration of verbal and non-verbal material, specifically pertaining to chemical content and individual differences, involved implementing educational experiments and real-life or animated zooming-in videos. The results indicated a well-established physical ontological framework utilized for the systematic interpretation of submicroscopic phenomena.

Information-theoretic quantities as effective descriptors of electrophilicity and nucleophilicity in density functional theory.

Electrophilicity and nucleophilicity are two vastly important chemical concepts gauging the capability of atoms in molecules to accept and donate the maximal number of electrons. In our earlier studies, we proposed to simultaneously quantify them using the Kullback-Leibler divergence from the information-theoretic approach in density functional theory. However, several issues with this scheme remain to be clarified such as its general validity, predictability, and relationship with other information-theoretic quantities. In this work, we revisit the matter with bigger datasets and deeper theoretical insights. Five information-theoretic quantities including Kullback-Leibler divergence, Hirshfeld charge, Ghost-Berkowitz-Parr entropy, and second and third orders of relative Onicescu information energy are found to be reliable and robust descriptors of electrophilicity and nucleophilicity propensities. Employing these five descriptors, we design a list of new compounds and predict their electrophilicity and nucleophilicity scales. This work should markedly improve our confidence and capability in applying information-theoretic quantities to evaluate electrophilicity and nucleophilicity propensities and henceforth pave the route for more applications of these quantities from information-theoretic approach in density functional theory in the future. All structures were fully optimized at the M06-2X/6-311 + G(d) level of DFT functional using the Gaussian 16 package (version C01) with integration grids and tight self-consistent-field convergence. The solvent effect was taken into account by using the implicit solvent model (CPCM) in the CH2Cl2 solvent, and all 3D contour surfaces of Fukui function, local temperature, and ITA (information-theoretic approach) quantities were generated by GaussView. The Multiwfn 3.8 program was used to calculate the ITA indexes and atomic charges.

Quo Vadis, Chemistry in Eight-Year Grammar Schools?

This article provides a more detailed insight into the scope and content of chemistry teaching in eight-year grammar schools. What is the most common year in which chemistry is started in eight-year grammar schools in the Czech Republic? What topics do students most often encounter in chemistry when they start high school? And does chemistry as a subject receive more space in eight-year grammar schools than in the sequence of primary schools followed by four-year grammar schools? These are the questions we seek to answer in this article. It turns out that, compared to primary schools, chemistry teaching starts earlier in eight-year grammar schools, by up to two years. Thus, the overall scope of chemistry teaching is significantly higher in most eight-year grammar schools than in the combination of primary schools and four-year grammar schools. In terms of teaching topics, however, eight-year grammar schools follow the usual sequence, i.e. to start with general chemistry and continue with other chemistry disciplines. Taking these findings into account, reading the article might offer to educators a reflection on the concept of teaching chemistry in future years.

Learning chemistry of metals in the context of forging: An ethnographic case study of blacksmithing in Guji Oromo, Ethiopia

This study explores the art of blacksmithing in Guji Oromo to locate underlying chemistry concepts, knowledge, and ways of knowing. The ethnographic case study design was employed, in which 11 blacksmiths were engaged through observation and semi-structured interviews. The data from the interview and observation were separately analyzed and triangulated against each other thematically. As a result, it was found that the blacksmiths in Guji use three mechanisms to identify the quality and suitability of metals collected for redesigning: textual, mechanical, and sparking tests. Besides, blacksmiths with no or little schooling have a remarkable conception of the fundamentals of metals and metallic bonding, malleability and ductility as a measure of metal qualities, rusting as threats to the existence of metals and how to prevent, metallic crystal and micro crystal rearrangement and thermal conductivity of metals. Moreover, the setting and underlying ways of knowing were found to be so constructivist because novices are allowed to explore and learn their way with minimal involvement from the experienced ones. Concerning the origin of blacksmithing, two themes of hypothesis were found in this study. One is that the origination of the art is among the ancestors of Guji themselves, and the other is that the explorers and metallurgists from other communities in Kenya or southern Ethiopia introduced the art. Thus, the narratives are controversial which call for further study. In conclusion, the findings revealed that the blacksmithing practice in Guji has utilizable chemistry contents and concepts that could enhance learning of chemistry by creating familiar context.

Design, Synthesis and in Silico Studies of New 2-MethylQuinazolin-4(3H)- Ones Derivatives

The concept of the green chemistry consists in the development of an environmentally friendly approach for organic synthesis using ecological and efficient protocols. In order to develop a methodology that could fit into the green chemistry field, for the synthesis of new quinazolin-4(3H)-ones derivatives via benzoxazinone, the choice was made on the use of both as catalysts, known for their efficiency, and microwave irradiations for time saving.The quinazolinone core and its derivatives form an important class of compounds, as they are present in a large family of products with broad biological activities. They generally display useful therapeutic and pharmacological properties such as anti-inflammatory, anti-convulsant, antihypertensive and antimalarial activity.The derivatives of the 2-metylquinazolin-4(3H)-ones 3a-d series was synthesized from 2- methyl benzoxazin-4(3H)-one 1 and aniline in the presence of H3PW12O40 (PW12) under microwave irradiation and solvent free conditions. The compound structures were established using IR, 1H-NMR, 13C-NMR and mass spectroscopy. The toxicity of the hydrazone derivatives was studied through ADMET (Absorption, Distribution, Metabolism, Excretion, and Toxicity) simulations using ADMET Lab 2.0 server.

Differentiated Instruction in Chemistry Education

Differentiated Instruction (DI) is a comprehensive approach that addresses a variety of students’ requirements and needs in a classroom environment, including their interests, readiness, and learning styles. The idea behind this approach is based on the belief that every classroom is unique. Thus, educators should review and modify their teaching practice from time to time. Hence, this study aims to identify the learning methods in differentiated instruction, their advantages, and challenges to implement in chemistry education using qualitative methods through semi-structured interviews. Seven secondary school teachers with 10 years of teaching experience in Chemistry were selected purposely for this study. To achieve the research objectives, thematic analysis is used, involving reading through the data and analyzing them according to the themes. The experts validate the updated questioning instrument prepared by the researchers to ensure the validity of the questionnaire. Findings reveal that most of them have specific experiences of using differentiated pedagogy to teach chemistry. Three of them described that students, who tend to master visual-spatial intelligence, can interpret and enhance their understanding of a chemistry concept through drawing, namely for the formation of ionic bonds and covalent bonds. For students, who master linguistic-verbal intelligence, teachers can use presentation activities to enhance their understanding of the chemistry concept. Hence, it can promote active learning, encourage students to ask questions, increase students' confidence level in performing classroom activities and other advantages. Conversely, the difficulty faced by the teachers in implementing DI is time constraint. Hence, differentiated instruction is a valuable and practical approach to addressing the diverse needs of students, promoting engagement, collaboration, and the development of essential skills for lifelong learning. Integrating DI principles can contribute significantly to creating enriching and effective learning environments as education evolves.

Effect of Gender on Students’ Attention and Academic Performance in Analytical Chemistry Using Collaborative-Predict-Explain-Observe-Explain (CPEOE)

This research investigated the possibility of enhancing senior secondary school students’ academic performance irrespective of gender in analytical chemistry concept using Collaborative-Predict-Explain-Observe-Explain (CPEOE). The study adopted a quasi-experimental research design. Analytical Chemistry Attention Inventory (ACAI) and Analytical Chemistry Performance Test (ACPT) were the instruments used for data collection. Cronbach Alpha was used to ascertain the reliability index of ACAI which gave reliability value of 0.87. The internal consistency of ACPT was tested using Kuder-Richardson (KR-21) formula which yielded a reliability value of 0.96. The population was 7,152 SS2 students offering chemistry in Makurdi, Benue State, Nigeria. A sample of 157 students drawn from 3 schools in Makurdi Local Government Area of Benue State, Nigeria was selected using multi-stage sampling techniques. Four research questions and four null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed among others, that there was no significant difference between the mean attention rating of male and female students taught analytical chemistry {F1, 78 = 1.020, P>0.05}. It was also revealed that that there is no significant difference between the mean academic performance of male and female students taught analytical chemistry using CPEOE {F1, 78 = 4.890, P>0.05}. It was recommended among others that since CPEOE is not gender sensitive. Hence, both male and female students should be involved in CPEOE classroom to enhance their attention and academic performance in analytical chemistry. Serving teachers should be encouraged to use CPEOE in teaching analytical chemistry concepts.

Preparation of PdNi bimetallic loaded amino modified porous carbon material catalyst based on chitosan and its applications

The utilization efficiency of palladium-based catalysts has sharply increased in many catalytic reactions. However, numerous studies have shown that preparing alloys of palladium with other metals has superior catalytic activity than pure palladium. Additionally, hierarchical porous carbon has gradually developed into an excellent carrier for loading bimetallic nanoparticles. In this study, we firstly pyrolyzed chitosan, sodium bicarbonate and nickel nitrate to create highly dispersed porous carbon materials doped with Ni NPs. The carbon materials were then grafted with silane coupling agent (APTMS) to afford them with amino groups on the surface. Taking advantage of the fact that Pd2+ can react with Ni in spontaneous reduction reaction, Pd was deposited on the surface of Ni to produce PdNi bimetallic-loaded carbon catalysts containing amino groups. The resulting catalysts were examined by a series of characterizations and were found to have a hierarchically porous structure and large specific surface area, which increased the number of active sites of the catalysts. In comparison to other Pd catalysts, the PdNi/HPCS-NH2 catalysts displayed remarkable activity for Suzuki coupling reaction and hydro reduction of nitroaromatics, which exhibited a high turnover frequency value (TOF) of 37,857 h−1 and 680.9 h−1, respectively. These were mainly due to the high dispersion of the PdNi NPs and the superior structure of the carriers. Moreover, the catalysts did not experience a significant decline in activity after ten cycles. All in all, this investigation has created a new approach for the fabrication of novel carriers for Pd catalysts, which is in line with the concept of green chemistry and recyclable.

A high-throughput sample preparation approach for the determination of nonsteroidal anti-inflammatory drugs in urine samples through membrane-based microextraction employing a green supramolecular solvent

Nonsteroidal anti-inflammatory drugs (NSAIDs) are a class of drugs with antipyretic, analgesic, and anti-inflammatory effects widely used worldwide. This study aimed at developing an environmentally friendly and high-throughput sample preparation method for the determination of six NSAIDs in urine samples followed by high-performance liquid chromatography coupled to diode-array detection (HPLC-DAD). The experimental workflow consisted of hollow-fiber microporous membrane liquid-liquid extraction (HF-MMLLE) using a supramolecular solvent immobilized into the porous of polypropylene hollow membranes (1 cm length). These membranes were attached to a 96-well plate system to permit multiple extractions simultaneously. Under the optimized conditions, limits of detection (LODs) and limits of quantification (LOQs) ranged from 6.06 to 30.3 µg/L and from 20 to 100 µg/L, respectively. The linear ranges varied from 20 to 1000 µg/L for indomethacin and diclofenac, from 50 to 1000 µg/L for ketoprofen and ibuprofen, and from 100 to 1000 µg/L for naproxen and fenoprofen. The coefficients of determination (R²) ranged from 0.9735 to 0.9997. Intraday precision ranged from 6.13 to 20.11 %, interday precision varied from 2.87 to 20.72 %, and accuracy ranged from 92.49 to 126.89 %. Moreover, the recently proposed Sample Preparation Metric of Sustainability (SPMS) was employed to evaluate the greenness of the sample preparation technique resulting in a score of 8.0, which is highly satisfactory according to the concepts of green analytical chemistry.

Unveiling 21st Century Skills and Chemistry Concepts in the Movie the Martian (2015)

In the modern era, 21st century skills and chemistry concepts become very crucial to face global challenges. This study aims to analyse the representation of 21st century skills and chemistry concepts in the film The Martian (2015). This research uses content analysis method with a qualitative approach. The findings show that the film depicts skills such as Problem-solving, collaboration, critical thinking, research skills, effective communication, technological literacy, and adaptability, as well as chemistry concepts such as chemical property/property of oxygen, green chemistry, electro chemistry, chemistry reaction, Stoichiometry, Radiochemistry, physical chemistry, Chemistry Reaction: Reduction-Oxidation reaction. The implications of this study underscore the potential of films as an effective learning medium for teaching scientific skills and concepts that are important in STEM education. It is recommended that educators utilise film as a tool in the learning process.

Unveiling the Nature of Chemical Bonds in Real Space.

Recent advent of diverse chemical entities necessitates a re-evaluation of chemical bond concepts, underscoring the importance of experimental evidence. Our prior study introduced a general methodology, termed Core Differential Fourier Synthesis (CDFS), for mapping the distribution of valence electron density (VED) in crystalline substances within real space. In this study, we directly compare the VED distributions obtained through CDFS with those derived from high-accuracy theoretical calculation using long-range corrected density functional theory, which quantitatively reproduces accurate orbital energies. This comparison serves to demonstrate the precision of the CDFS in replicating complex details. The VED patterns observed experimentally exhibited detailed structures and phases of wave functions indicative of sp3 hybrid orbitals, closely aligning with theoretical predictions. This alignment underscores the utility of our approach in gathering quantum chemical data experimentally, a crucial step for discussing the chemical properties, such as reaction mechanisms.

How students taking introductory biology experience the chemistry content.

Student experiences learning chemistry have been well studied in chemistry courses but less so in biology courses. Chemistry concepts are foundational to introductory biology courses, and student experiences learning chemistry concepts may impact their overall course experiences and subsequent student outcomes. In this study, we asked undergraduate students enrolled in introductory biology courses at a public R1 institution an open-response question asking how their experiences learning chemistry topics affected their identities as biologists. We used thematic analysis to identify common ideas in their responses. We found that while almost half of student respondents cited learning chemistry as having positive impacts on their experiences learning biology, students who struggled with chemistry topics were significantly more likely to have negative experiences learning biology. We also found significant relationships between prior chemistry preparation, student background, and the likelihood of students struggling with chemistry and negative experiences learning biology. These findings emphasize the impact of learning specific content on student psychosocial metrics and suggest areas for biology educators to focus on to support learning and alleviate student stress in introductory biology.

A scalable, chromatography-free, biocatalytic method to produce the xyloglucan heptasaccharide XXXG

Xyloglucan oligosaccharides (XyGOs) are highly branched, complex carbohydrates with a variety of chemical and biotechnological applications. Due to the regular repeating pattern of sidechain substitution of the xyloglucan backbone, well-defined XyGOs are readily accessed for analytical and preparative purposes by specific hydrolysis of the polysaccharide with endo-glucanases. To broaden the application potential of XyGOs, we present here an optimized, scalable method to access large quantities of galactosylated XyGOs by treatment of the bulk agricultural by-product, tamarind kernel powder (TKP), with a highly specific endo-xyloglucanase at high-solids content. Subsequent β-galactosidase treatment reduced XyGO complexity to produce exclusively the branched heptasaccharide XXXG (Xyl3Glc4: [α-D-Xylp-(1 → 6)]-β-D-Glcp-(1 → 4)-[α-D-Xylp-(1 → 6)]-β-D-Glcp-(1 → 4)-[α-D-Xylp-(1 → 6)]-β-D-Glcp-(1 → 4)-D-Glcp). The challenge of removing the co-product galactose was overcome by fermentation with baker’s yeast, thereby avoiding chromatography and other fractionation steps to yield highly pure XXXG. This simplified approach employs many of the core concepts of green chemistry and engineering, enables facile production of 100 g quantities of XyGOs and XXXG for laboratory use, and serves as a guide to further production scale-up for applications, including as prebiotics, plant growth effectors and elicitors, and building blocks for glycoconjugate synthesis.

Secondary School Students’ Engagement with Environmental Issues via Teaching Approaches Inspired by Green Chemistry

Green chemistry refers to the design and application of practices that prevent pollution and promote environmental sustainability. A set of 12 principles make up the core of the green chemistry philosophy, and, since their emergence, they have been implemented in the educational practice of tertiary education. Over the past few years, the green chemistry approach has started expanding among secondary education as well. This review discusses green chemistry teaching experiences in secondary education as reported in 70 scientific publications (from 2002 to the present) that were identified via a literature search. All identified documents were examined and analyzed to map their green chemistry content and relevant environmental issues, the degree of the connection between the chemistry concepts and environmental issues (“environmentalization”), the implemented teaching-learning approaches, and, when applicable, the achieved learning outcomes. Analysis showed that all 12 green chemistry principles were covered within the identified publications, with the ones referring to prevention and the use of renewable feedstocks being the most frequent. The publications touch upon several environmental issues, with the most frequent being those referring to hazardous chemical waste, alternative energy resources, and recycling. Most of the publications correspond to a medium degree of environmentalization. The inquiry-based, hands-on-based, problem-based, context-based, and socio-scientific issues-based teaching approaches were shown to be the most widely used. Regarding the achieved learning goals, those mostly explored were related to the cognitive and affective domains. This comprehensive review may provide a solid foundation for the organization and design of novel curricula that will integrate green chemistry into education for sustainable development programs in secondary education.