Cleaning Our World through Green Chemistry: Introducing High School Students to the Principles of Green Chemistry Using a Case-Based Learning Module

Ballard, Joy; Mooring, Suazette Reid

doi:10.1021/acs.jchemed.9b00312

Cited by 13 publications

(7 citation statements)

References 23 publications

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“…Green chemistry has previously been integrated into organic chemistry education via inquiry-based laboratory experiments, − course-based undergraduate research experiments, − writing assignments, , lecture modules, student-generated presentations, , games, and outreach activities. , In fact, efforts to integrate green chemistry into the curriculum have been attempted at all levels: instructional, departmental, national, and global. At the instructional level, guidelines have been developed for integrating green chemistry into general and organic chemistry curriculums , and assessment .…”

Section: Introductionmentioning

confidence: 99%

Student-Generated Infographics for Learning Green Chemistry and Developing Professional Skills

Grieger

Leontyev

2021

J. Chem. Educ.

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This paper addresses the incorporation of a scaffolded infographic project into a majors' organic chemistry laboratory. Students were given the freedom to choose their topic with the stipulation that it must be relevant to both organic and green chemistry. This scaffolded project consisted of the following eight phases: (i) summarizing and evaluating an existing infographic, (ii) delving into green chemistry literature, (iii) proposing infographic topic, (iv) gathering components for the infographic, (v) analyzing infographic maker websites, (vi) creating infographic and providing peer feedback on first drafts, (vii) revising infographic and providing final feedback, and (viii) posting infographic on Twitter. Since this was a semester-long project implemented in a remote environment, a variety of instructional technologies including Flipgrid, Perusall, FeedbackFruits Peer Review, Google Jamboard, and chemical drawing software were utilized. The analysis of the project's impact on cognitive gains through Student Assessment of Learning Gains and through pre-and post-test responses indicated the achievement of positive learning gains on green chemistry knowledge and skills. This activity was viewed favorably by students, with most indicating a desire for similar assignments implemented in future courses.

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Section: Introductionmentioning

confidence: 99%

Student-Generated Infographics for Learning Green Chemistry and Developing Professional Skills

Grieger

Leontyev

2021

J. Chem. Educ.

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“…In recent years, many works in the literature have detailed innovative ways to help students better understand and communicate chemistry. Such efforts include incorporating activities and technology in the chemistry curriculum, such as multimedia tools, − social media, − Wikipedia, − art, , computational modeling, − outreach activities, − and pop culture. − Student reflections on these engagement mediums suggest an overall positive impact on developing students’ creativity and improving their scientific communication skills.…”

Section: Introductionmentioning

confidence: 99%

Development of an Infographic Assignment for an Introductory Chemistry Laboratory Curriculum

Prasad

Freeman

2023

J. Chem. Educ.

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In recent years, pedagogical advancements have allowed the adoption of more engaging forms of course assignments to help students better understand and communicate chemistry. In this context, informational graphics, known as infographics, emerge as an effective teaching aid in educational settings and in disseminating scientific content to the public. This article describes the design of an infographic assignment and its implementation in a first-year chemistry laboratory course at the University of British Columbia’s Okanagan campus. The overarching goal of this assignment was to incorporate the thematic framework of the United Nations Sustainable Development Goals into the laboratory curriculum while encouraging systems thinking and promoting science communication initiatives. The students’ attitudes toward this assignment via submitted self-reflection survey results are also discussed. Our findings reveal an overall positive student experience suggesting the infographic assignments’ ability to foster student engagement and critical thinking skills.

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“…CBL effectively makes it easy for students to conduct experiments with online Biochemistry laboratory equipment (Thibaut & Schroeder, 2020). CBL can effectively introduce green chemistry principles to students through the use of case-based learning modules in environmental chemistry courses (Ballard & Mooring, 2021). CBL can effectively improve academic achievement and positive perceptions of students in environmental chemistry courses on the topic of BOD (Günter & Alpat, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…CBL can effectively improve academic achievement and positive perceptions of students in environmental chemistry courses on the topic of BOD (Günter & Alpat, 2017). But in reality, there are still problems faced by lecturers and students during the implementation of CBL, namely: lecturers have difficulty designing cases that can be used as research instruments in case-based learning (Çam & Geban, 2017); lecturers difficulty in systematically developing learning objectives clearly according to the workload and time limit in case-based learning (Bi et al, 2019& Jamari et al, 2018; students find it difficult to build answers from the cases given because they do not understand the case ; students have difficulty in articulating and summarizing conclusions clearly and concisely according to the given case (Suwono et al, 2017); students find it difficult to get proper guidance on the implementation of the necessary cases (Thibaut & Schroeder, 2020;Ballard & Mooring, 2021). From these problems, the impact for teachers and researchers in implementing and developing CBL is that they can provide an overview of the initial conditions of learning in the application of CBL and learning conditions after CBL is applied.…”

Section: Introductionmentioning

confidence: 99%

Case-Based Learning (CBL) in Chemistry Learning: A Systematic Review

Dewi¹,

Habiddin

Dasna

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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The implementation of Case-Based learning in chemistry learning has grown rapidly in the last ten years. To find trends and issues in the application of case-based learning in chemistry learning, a systematic review is needed. This study aims to analyze the types of CBL and forms of CBL cases used in chemistry learning. The research method used is a systematic review of articles published in the Scopus journal obtained from the Scopus database for the last 10 years (2011-2021). Search articles using titles, abstracts, or keywords that meet logical conditions (“Case-Based Learning”) or (“Case Method”) and (“Chemistry”). The population of this study was 200 articles published in the Scopus database and the sample used was 93 articles. The findings showed that the CBL learning model has a learning syntax that includes four (4) stages, namely: Case Orientation (determining the object to be tested), Peer Instructions (choosing cases that are relevant to the object being studied), Case Review (building initial theory and reviewing literature), Evaluation (collecting, organizing data, analyzing data and developing conclusions). The CBL model presents complex cases in the form of factual news related to the essence of the problem context in the form of story descriptions and integrates information sources in the context to solve cases. The percentages of the 93 articles analyzed were 32% PBI, 31% PBL, and 30% PJBL. Thus, it can be concluded that CBL learning is implemented in three (3) learning approaches, namely CBL in Inquiry-Based Learning, CBL in Problem Based Learning, and CBL in Project-Based Learning

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Cleaning Our World through Green Chemistry: Introducing High School Students to the Principles of Green Chemistry Using a Case-Based Learning Module

Cited by 13 publications

References 23 publications

Student-Generated Infographics for Learning Green Chemistry and Developing Professional Skills

Student-Generated Infographics for Learning Green Chemistry and Developing Professional Skills

Development of an Infographic Assignment for an Introductory Chemistry Laboratory Curriculum

Case-Based Learning (CBL) in Chemistry Learning: A Systematic Review

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