Green Chemistry Education Research Articles

Green chemistry for all: three principles of Inclusive Green and Sustainable Chemistry Education

Abstract The three principles of Inclusive Green and Sustainable Chemistry Education (IGSCE) are presented to guide the reflection, design, and implementation of potentially inclusive materials and approaches. These principles refer to (i) embracing student-centered learning, (ii) promoting teaching in the five levels of representation in chemistry, and (iii) adapting the curriculum to empower students to apply their academic skills effectively to real-life situations through supportive teaching and social guidance. Educational elements conducive to potentially inclusive classrooms and their interconnections are identified and discussed. These include using the Triangular Bipyramid Metaphor (TBM) to facilitate academic inclusivity for individuals with and without disabilities, such as those who are deaf and blind. Further, the importance of ensuring that all students, regardless of their abilities, can fully participate in the educational experience is highlighted, aligning with Sustainable Development Goal 4 (SDG #4) to achieve inclusive education and lifelong learning opportunities. Green chemistry should be available to everyone, not just a few. It promotes sustainable development and deserves global recognition and support. The change agents targeted by these three principles of IGSCE include, but are not limited to, educators, researchers, teachers, and students in secondary and university education.

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.

Implementation of the Problem-Based Learning Model to Improve Student Learning Outcomes on Green Chemistry Material in E Phase MAS MTI Batang Kabung, Padang City

This study investigates the efficacy of problem-based learning (PBL) in enhancing student learning outcomes in Green Chemistry at MAS MTI Batang Kabung, Padang City. The research addresses the prevalent use of conventional teaching methods, which have resulted in low student engagement and academic performance. A classroom action research design, based on Kemmis and McTaggart's model, was employed. The study population comprised Grade X Phase E students from the 2023/2024 academic year, with a sample drawn from classes X.1 and X.2. Data collection methods included observation, questionnaires, documentation, and field notes. Analysis of learning outcomes utilized percentage techniques and t-tests. The implementation of PBL showed significant improvement in student learning outcomes. Average scores increased from 71.61% in the first cycle to 86.96% in the second cycle. These results demonstrate that PBL effectively enhances student performance in Green Chemistry education at MAS MTI Batang Kabung. This research contributes to the growing body of evidence supporting the use of active learning strategies in chemistry education, particularly in the Indonesian context. The findings suggest that wider adoption of PBL could lead to improved educational outcomes in similar settings.

Using ChatGPT for Method Development and Green Chemistry Education in Upper-Level Laboratory Courses

Using ChatGPT for Method Development and Green Chemistry Education in Upper-Level Laboratory Courses

Green chemistry: current status and challenges in Zimbabwe

Abstract Green chemistry involves designing environmentally benign processes that either reduce or eliminate the use and production of hazardous substances in the production of safe chemical products. It aims at minimising waste; eliminating costly treatments; minimising energy and resource consumption, and yielding safer products. On this background, it becomes imperative to promote and establish Green chemistry worldwide, especially in developing countries by incorporating it into school curricula, thus placing it at its core for sustainable development purposes. While Zimbabwe, a sub-Saharan country, has made positive strides in key research areas such as the design of new chemicals, catalysis, solvents, renewable materials, and feedstocks, it still faces some challenges that inhibit the successful inception of the concept of green chemistry. An overview that includes educational curriculum, grants and awards, research, infrastructure, and facilities established to promote green chemistry research and education; challenges currently being faced in implementing the approaches and principles in selected universities; the role played by government bodies, and the public in influencing the criteria to promote the green chemistry concept is given.

The Role of the Periodic Table of the Elements of Green and Sustainable Chemistry in a High School Educational Context

The Periodic Table of the Elements of Green and Sustainable Chemistry (PT-GSC) represents a potentially meaningful tool for teaching and learning Green Chemistry. However, there is a lack of studies exploring the application of the PT-GSC in educational contexts. To contribute to filling this gap, a qualitative and participant approach was developed to examine the effects of using the PT-GSC in a high school setting, with a focus on analyzing the associated challenges and opportunities. Over a five-week period, 23 high school students enrolled in a chemistry course at a public school in Brazil worked in small groups to develop solutions for a case study addressing socio-scientific issues related to water scarcity in the local region using elements from the PT-GSC. Results from both the pre- and post-questionnaires, along with the written case study resolutions, provide evidence of the students’ knowledge gains, particularly in critical scientific literacy for Green and Sustainable Chemistry Education. The findings showed that the PT-GSC is an interdisciplinary tool for introducing students to Green Chemistry concepts within the broader societal and scientific ecosystem. The implementation of novel case studies incorporating elements from the PT-GSC is a way to support our ongoing work with students and the public, contributing to a sustainable future.

Role of Green Chemistry in Building Ethics Education

This is very important in growing students' environmental awareness through integrating green chemistry in learning as one of the efforts to protect the environment and reduce environmental pollution. Chemistry learning through green chemistry education has great potential in developing ethics as a method for solving environmental problems. Green chemistry has 12 principles that are expected to address pressing environmental problems such as pollution, waste management, energy shortages, and workplace safety and security. This research type is descriptive. As much as 77% of the average students in this study with a good enough category indicates that green chemistry has an important role in building chemistry ethics. Ethics is used in general to describe human attitudes towards a problem. Ethics education in chemistry with a green chemistry perspective is carried out by teaching and training integrated into courses with the hope that it will become ethical habituation that will build chemistry ethics.

Using Soapnut Extract as a Natural Surfactant in Green Chemistry Education: A Laboratory Experiment Aligning with UN SDG 12 for General Chemistry Courses

Green chemistry education has gained significant momentum, with its emphasis on sustainable practices and the 12 principles of green chemistry. These principles aim to reduce waste, use safer solvents, and...

Green Chemistry: Approach to Improve the Performance of Grade 11 STEM Students in Chemical Equilibrium

Most science activities and programs provide emphasis on saving the environment. The Green Chemistry approach matches this effort to enhance students’ understanding of chemical concepts at the same time promote the value of responsible stewardship by applying principles that reduce or eliminate the use or generation of hazardous substances in the design of laboratory activities. This study focused on the use of Green Chemistry to improve the performance of Grade 11 students in Chemistry particularly on the topic on chemical equilibrium. This action research employed the experimental design where the 205 Grade 11 STEM students enrolled during the second semester of the school year 2019-2020 were exposed to two Green Chemistry laboratory activities in chemical equilibrium. The pretest and posttest data were analyzed using appropriate statistical measures namely: highest possible score, highest score obtained, lowest score obtained, mean, mean percentage score, median and standard deviation. The level of performance of the Grade 11 STEM students were further described as high, average or low. Paired samples t-test analysis of students’ pretest and posttest assessments was carried out at 0.05 level of significance. The results of the pretest revealed an “average” level of performance among the Grade 11 STEM students. Higher scores are evident during the posttest showing a “high” level of performance. The effectiveness of the Green Chemistry approach was further established by comparing the performance of the Grade 11 students in the pretest and posttest. Their posttest scores were significantly higher than their pretest scores. The results suggest that the green chemistry approach is effective in improving the students’ performance in Chemistry specifically in their understanding of one of the most complex topics which is chemical equilibrium. Prior to the intervention, most students held misconceptions about chemical equilibrium. However, after using the green chemistry approach, they gave logical explanations about systems in equilibrium and how they were affected by external stresses. The Green Chemistry hands-on activities helped the students to improve their performance in chemistry by reinforcing the development of students’ concepts in chemical equilibrium while taking measures to save the environment. It is recommended that the green chemistry teaching approach be adopted by other chemistry teachers in Urdaneta City Division. Similar approach can also be used in teaching other science concepts. The study shows that the Green Chemistry approach greatly improved the Grade 11 STEM students’ understanding of Chemical Equilibrium. Pre-test scores averaged 7.81 with no high performers, while post-test scores rose to 15.15, with 63.4% of students achieving high performance. A paired t-test confirmed a significant improvement (p < .05), proving the effectiveness of Green Chemistry in teaching complex topics. Additionally, the approach promoted environmental awareness, making it a valuable teaching method for broader use in science education.

Green chemistry teaching: a panorama from Brazilian authors

A importância da Química para o desenvolvimento sustentável levou ao desenvolvimento da Química Verde (QV) em muitos países, tanto no campo acadêmico como industrial. Em seus mais de trinta anos, os resultados das pesquisas cresceram significativamente, mas a integração desses conhecimentos e práticas na educação, embora incentivada, continua sendo um desafio e merece ser analisada. Com esse escopo, esta pesquisa tem como objetivo caracterizar as contribuições para o ensino da QV no Brasil por meio do levantamento de produções acadêmicas com a participação de, pelo menos, um autor brasileiro. As buscas foram realizadas na base de dados Web of Science, Portal de Periódicos CAPES e Plataforma Lattes, utilizando diferentes palavras-chave envolvendo a QV e seu ensino. A amostra inicial revelou uma grande comunidade de 975 químicos interessados em ensinar GC no Brasil envolvidos em 24 tipos diferentes de produções, e, nos 115 artigos, há 242 autores distintos, sendo 105 brasileiros. Essa produção aborda uma ampla variedade de temas de interesse, proposições didáticas e relatos de experiências docentes.

GREEN CHEMISTRY AND SUSTAINABLE SCIENCE: A Green Approach to Sustainable STEM in K-12 - Chapter 1: Welcome to Green Chemistry Education

GREEN CHEMISTRY AND SUSTAINABLE SCIENCE: A Green Approach to Sustainable STEM in K-12 - Chapter 1: Welcome to Green Chemistry Education

How Green Chemistry Education Can Empower Chemistry Students to Be Promoters of Sustainable Substance-Handling Practices in Their Communities

How Green Chemistry Education Can Empower Chemistry Students to Be Promoters of Sustainable Substance-Handling Practices in Their Communities

Green and Sustainable Chemistry Teacher Education: Experiences from a Brazilian University

Green and sustainable chemistry education provides opportunities to comprehend and base chemistry knowledge on relevant social and historical contexts, reflecting on fairer and sustainable realities. For this purpose, this work discusses the possibilities and challenges observed during a chemistry teacher training course at a Brazilian university, analyzing how the undergraduates utilized the formative experiences provided by the discipline and how they reinterpreted them when developing didactic sequences based on socio-scientific issues. Using discursive textual analysis, we studied the self-assessments and the didactic sequences produced. The activities developed were positively evaluated by the students and provided the opportunity to create didactic sequences with potential application in schools, founded on cooperative and democratic dynamics and topics that were locally important. On the other hand, the students had some difficulties including chemistry content, mainly considering their relationship with the topics addressed. However, the process proved to be fundamental for the students to perceive themselves as teachers, in addition to provoking them toward (re)constructions and other possibilities.

Didactic Features Specific to Green Chemistry Teaching in the Journal of Chemical Education

The present paper analyzes and discusses specific methodological aspects instrumental in promoting the teaching of Green Chemistry (GC); it examines proposals and teaching experience reports from 284 papers published in the Journal of Chemical Education (JChemEd), until 2019. Using Discursive Textual Analysis and drawing upon previous studies, 143 papers were selected for containing nontraditional teaching activities for the incorporation of GC into chemistry teaching, which were grouped into seven (emerging) categories, focusing on: learning subjects, curriculum, integrative contents, context, other education environments, use of instructional materials, and comparison between GC and Traditional Chemistry. Most proposals focus on the learning subject, followed by curriculum discussions and integrative contents. Several papers brought aspects related to the systemic vision for the interconnection of GC with sustainability/sustainable development, revealing a new methodological challenge by proposing integrative content as teaching strategies. Despite their good intentions, most teaching experiences and intervention proposals still remain attached to occasional and poorly evaluated events.

ACS launches green chemistry education campaign

Chemistry education is undergoing a transformation. Educators grapple with a growing number of concepts to teach in an undergraduate curriculum, and they are realizing that solving sustainability challenges requires interconnected systems. Some of the most exciting innovations are emerging at the intersection of disciplines, such as computer science and chemistry. Global sustainability goals are reframing corporate strategies, encouraging companies to collaborate, curb pollution, and reduce waste. Advocates want manufacturers to deliver safe chemicals from the start rather than identify and replace problematic chemicals years after they have been on store shelves. Chemistry graduates are entering a world that requires good sustainability practices and skills inspired by the ways successful green chemists and engineers think. People in green chemistry have developed technologies that advance the United Nations sustainable development goals while minimizing unintended consequences. Many universities and educators are responding to the need for knowledge of sustainable practices. But it is

ACS launches green chemistry education campaign

ACS launches green chemistry education campaign

Recent progress in green synthesized transition metal-based oxides in lithium-ion batteries as energy storage devices

Transition metal-based oxide nanoparticles have been greatly employed in many areas relevant to mankind and can be synthesized through various routes such as chemical, physical, and green synthesis methods. Research on green synthesized transition metal-based oxide materials with structure at nanometer scale has gained considerable attention over decades due to the synergy effects between the metal ion and phyto-constituents in the green element source. Researchers have reported that nanoparticles produced through green synthesis have glaring advantages such as fewer toxic impurities, environmentally benign, low-cost thrifty, high-rate performance, better stability, ability to control the particle's shape and size, amongst others when compared to others synthesized via conventional approaches. Consequent upon that, serious attentions is currently being deployed in the green chemistry education as the better alternative to achieve a sustainable and transformative innovative synthesis technique. This review highlights a brief outlook of green synthesis using leaf extract as a reducing/oxidizing agent, electrochemical properties of transition metal-based oxide nanoparticles synthesized via green synthesis. By focusing on green synthesis method using leaf extract, the hope is that such transformative innovative technique will enhance the production of high-rate performance transition metal-based oxide electrode for LIB and other high energy storage devices applications. This will drastically reduce the use of synthetic chemicals that pollutes environment.

Comprehensive Experimental Design of Polymer Crosslinked Gel Plugging for Drilling

In order to further improve the comprehensive experimental skills of undergraduates and penetrate the concept of green chemistry education, a comprehensive experiment was designed to prepare polymer crosslinked gel plugging agent with polymer as the main agent and loofah pulp as the toughening material, and evaluate its effectiveness in simulating downhole leakage layer. This experiment applies organic/inorganic compound chemistry knowledge to the field of oilfield chemistry, and combines experimental skills with field work (TaHe Oilfield) to improve students' professional skills and oilfield field adaptability. TaHe Oilfield is the main position for the construction of tens of millions of tons of Northwest Oil Field. During the "Fourteenth Five-Year Plan" period, the large caves were basically under full control. How to develop small and medium-sized fractures and improve the use of reserves and realize the stable production of Tahe Oilfield is facing greater challenges. When adopting the "one well multiple control" method to develop small and medium-sized fractures and cavities, the key technical problem is the low success rate of plugging in carbonate fracture-cavity reservoirs, which requires plugging operations. Through this experiment, students can understand the mechanism of plugging agent in the leakage channel, and master the preparation and performance evaluation methods of gel plugging agent. Let students understand the site construction technology.

Green Chemistry Education Concept Transited by a Comprehensive Experiment of Citrus Peel Conversion and Utilization

To improve the comprehensive experimental skill of undergraduate and penetrate the concept of green chemistry education, we combined with the teaching needs of applied chemistry and designed a comprehensive experiment of preparing green drilling fluid treatment agent with waste citrus peel as raw material. Citrus fruit peel contains a lot of plant phenols, cellulose, soluble polysaccharides and other components, which can be used as drilling fluid to increase viscosity and reduce filtration loss. However, the proportion of water-soluble substance in citrus peel is low and the effect is poor. Therefore, to improve its utilization efficiency, we have applied different methods to modify the raw material, including the pretreatment, crosslinking, carboxymethylation to increase the proportion of water-soluble substance and improve its performance in drilling fluid. This experiment has introduced knowledge of organic chemistry to oilfield chemistry and combined experimental skills with field work, which will help to improve students' professional skills and field adaptability. In addition, using discarded citrus fruit peels as raw material in the experiment can practice the concept of green environmental protection, which is helpful to guide the future clean production of the oilfield and promote green and low-carbon development.

Developing green chemistry educational principles by exploring the pedagogical content knowledge of secondary and pre-secondary school teachers

Green chemistry developed historically from twelve industrial principles for research chemists. Recently, interest has grown to begin introducing these principles in science classrooms even at the secondary and pre-secondary school levels. However, teachers must do significant work to adapt and translate green chemistry from the industrial or manufacturing perspective into one more appropriate to students at younger ages. This research project explores how a group of current teachers in the US and Canada have been developing their language and understanding of green chemistry through Beyond Benign's Lead Teacher Program. Transcripts from phone interviews with program participants are analyzed to propose a classroom-based definition of green chemistry and its justification as an approach at the secondary and pre-secondary school levels. This pedagogical understanding provides a foundation to solidify green chemistry as a standard practice in science education. Then classroom observations and case studies of four teachers are developed into a framework for green chemistry education at the K-12 level.