Purpose -The purpose of this paper is to introduce green chemistry experiments as laboratory-based pedagogy and to evaluate effectiveness of green chemistry experiments in delivering sustainable development concepts (SDCs) and traditional environmental concepts (TECs). Design/methodology/approach -Repeated measure design was employed to evaluate the effectiveness of green chemistry experiments in delivering SDCs and TECs. Structured interviews were conducted to gather the students' feedback on the course content and course structure. Findings -Green chemistry have enhanced students' understanding of both TECs and SDCs. However, students understanding of SDCs are significantly higher than the TECs. During the interview sessions, students described that the course content as interesting and timely accurate. The course also succeeded in changing students' values and behaviors. Green chemistry was noted as a teaching pedagogy that the student teachers will implement in their future teaching. The course has also provided a space for them to improve their skills in communication, problem solving, and decision making. Practical implications -This paper outlines a new teaching strategy and will be a good source for student teachers engaged in science education program. This new teaching strategy embeds scientific concepts grounded in economic, environmental, and societal imperatives. Originality/value -The paper highlights the importance of education for SD (ESD) in higher education, with particular focus in teacher education. The paper proposes green chemistry experiments integrated with SDCs as laboratory-based pedagogy in a teacher education program as an effort to green the existing curriculum and ultimately addresses the ESD.
Environmental degradation is a general problem but it is often more serious in developing nations where levels of awareness are lower than in industrialized countries. There is, therefore, a need particularly in developing countries to increase pro-environmental attitudes and behaviors. In this paper, we report the results of a quasi-experimental study designed to change environmental attitudes and environmental behaviors among 263 science pre-service teachers. The treatment consisted in the form of a green chemistry curriculum. We found statistically reliable changes in environmental attitudes, as measured by the New Ecological Paradigm, and in eight self-reported environmental behaviors. The Bayesian t-test suggests that the evidence for the changes to have been the result of the green chemistry curriculum is decisive. We conclude that the green chemistry curriculum constitutes a suitable context: (a) for supporting pre-service teachers in their development of pro-environmental attitudes and (b) for changing the levels of self-reported pro-environmental actions.
The main goal of this study was to investigate whether the use of an individualized approach through microscale chemistry experiments in secondary schools can increase students' understanding of chemistry concepts, improve attitude towards chemistry practical work and motivation. Two comparable groups of Form Four students (16 years old) participated. The students in the experimental group (83) worked individually on ten microscale chemistry experiments, whereas the control group (87) worked in groups on traditional experiments both for a period of 8 weeks. Pre and post tests were conducted before and after the treatment for both groups. Teacher and student perceptions of microscale experimentation are also reported. Findings showed that the microscale approach can increase understanding of chemistry concepts, however, there was no significant difference in attitude and motivation among the students. Teachers and students both had a positive view of microscale experiments.
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