Green Chemistry Teaching for Sustainability in Papers Published by the Journal of Chemical Education

Marques, Carlos Alberto; Marcelino, Leonardo Victor; Dias, Erica D. S.; Rüntzel, Patricia Link; Souza, Leila Cristina Aoyama Barbosa; Machado, Adélio A. S. C.

doi:10.21577/0100-4042.20170612

Cited by 12 publications

(30 citation statements)

References 2 publications

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“…As can be seen from Table 2, the majority of papers (n = 200) were published in the Journal of Chemical Education. This finding is in agreement with Marques et al [68], who noted that almost half of the scientific papers on the wider topic of green chemistry education in the WoS were published in the Journal of Chemical Education. Both studies suggest that this journal can be recognized as an important source for the dissemination of practices in educational settings in this field at the international level.…”

Section: What Are the Characteristics Of The Reviewed Papers Published From 1995 To 2020?supporting

confidence: 92%

“…The results indicate that from 2011 onwards, there was a significant wave of publication of scientific papers about the implementation of green chemistry in laboratory experimental work, especially in the form of experience reports, which point to many examples of good teaching practices. This finding is consistent with the increased number of publications in the wider field targeting green chemistry [68]. The primary field of chemistry covered in the papers is organic chemistry, as also described in the previous literature on the subject [12,52].…”

Section: Key Findings and Implicationssupporting

confidence: 86%

“…Some papers (n = 27) focus on integrating green chemistry metrics into traditional chemistry teaching [81], while others also compare traditional ex-perimental work to experimental work optimized with green chemistry principles [82][83][84]. This is particularly important given the debate in the literature about what is or is not green chemistry [52,68]. Researchers also indicated the scope of their papers in promoting green chemistry education (n = 24) and also by solving socio-environmental problems from green chemistry perspectives (n = 21) [22,85,86].…”

Section: What Are the Main Purposes Of The Reviewed Papers?mentioning

confidence: 99%

“…Fewer papers refer to secondary education (n = 33) with students aged 12-18 years and primary education (n = 2) with students aged 6-11 years. Some papers (n = 16) broadened their scope by proposing targeting students at two education levels (mainly tertiary and secondary) and several papers (n = 8) did not mention the target groups or the education level, which could indicate the less evident scope of these articles for the integration of green chemistry perspectives in education [68].…”

Section: What Education Levels Do the Reviewed Papers Focus On?mentioning

confidence: 99%

“…Over the years, the reviewed literature has responded to the need to develop educational materials for other fields of chemistry, particularly analytical, environmental, and physical chemistry. In doing so, many researchers [68,96] have pointed out the need to integrate green chemistry into existing curricula and teaching materials.…”

Section: Key Findings and Implicationsmentioning

confidence: 99%

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Experimental Work in Science Education from Green Chemistry Perspectives: A Systematic Literature Review Using PRISMA

Savec

Mlinarec

2021

Sustainability

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Experimental work is an important component of science subjects at all educational levels. The implication of green chemistry ideas indicated the need for optimization of traditional experimental work by implementing green chemistry principles to promote sustainable development. The aim of the study is to present findings from a systematic literature review on the use of experimental work in science education from green chemistry perspectives in the literature from 1995 to 2020. Thus, three electronic databases were reviewed following the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines. The literature search identified a total of 1199 papers from Web of Science (N = 419), Scopus (N = 578), and Education Resources Information Center (ERIC) (N = 202). After applying inclusion/exclusion criteria, 263 papers were obtained and then analyzed in further detail. The findings highlighted trends in the integration of green chemistry principles into experimental work from primary to tertiary education levels and identified a literature gap, as well as the challenges and the possibilities for future development. The review outlined various opportunities for active learning within experimental work from green chemistry perspectives using a range of methods, with a particular focus on practical, hands-on, and laboratory activities.

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Section: What Are the Characteristics Of The Reviewed Papers Published From 1995 To 2020?supporting

confidence: 92%

Section: Key Findings and Implicationssupporting

confidence: 86%

Section: What Are the Main Purposes Of The Reviewed Papers?mentioning

confidence: 99%

Section: What Education Levels Do the Reviewed Papers Focus On?mentioning

confidence: 99%

Section: Key Findings and Implicationsmentioning

confidence: 99%

See 3 more Smart Citations

Experimental Work in Science Education from Green Chemistry Perspectives: A Systematic Literature Review Using PRISMA

Savec

Mlinarec

2021

Sustainability

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

et al. 2023

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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.

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Students as Stakeholders in Designing Their Own Virtual Green Synthetic Experiments

Shetranjiwalla,

2023

J. Chem. Educ.

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Green chemistry and chemical safety complement each other in reducing adverse health and safety outcomes. However, it is imperative to train students of advanced synthetic chemistry, beyond reaction mechanisms, to proactively connect complex experiments with hazard analysis, risk minimization, and planetary sustainability. Virtual experiments provide an opportunity for students to critically reinvent the way organic synthetic chemistry is practiced and become stakeholders in designing their own green chemistry experiments. We present a novel project-based learning (PBL) experience where students designed their own, multistep, green chemistry experiment using the virtual platform Beyond Labz, supported with primary literature. The designed experiments capitalized on the safe, energy, and resource nonintensive nature of the virtual platform to inspect chemical variations that would traditionally be hazardous or inaccessible within a physical undergraduate laboratory. Students worked collaboratively in guided groups to synthesize a designated product, combining literature-based procedures and structural analysis through thin layer chromatography (TLC), Fourier transform infrared (FTIR) and nuclear magnetic resonance (NMR) spectroscopies. They estimated reagent amounts, calculated atom economy, E-factor, and the process mass intensity of the reactions, and used safety data sheets to assess the inherent hazards of the reactions to recommend modifications, substitutions, or greener alternatives. Students also developed critical scientific communication skills by presenting their designed green experiments in a virtual presentation and individual technical reports. Student survey data indicated that designing their own green synthetic experiments was effective in cultivating a keen awareness of laboratory safety, chemical waste and their impacts and also in inspiring students to become stakeholders in sustainable chemical design and decision making.

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Green Chemistry Teaching for Sustainability in Papers Published by the Journal of Chemical Education

Cited by 12 publications

References 2 publications

Experimental Work in Science Education from Green Chemistry Perspectives: A Systematic Literature Review Using PRISMA

Experimental Work in Science Education from Green Chemistry Perspectives: A Systematic Literature Review Using PRISMA

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

Students as Stakeholders in Designing Their Own Virtual Green Synthetic Experiments

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