Ensuring sustainability of tomorrow through green chemistry integrated with sustainable development concepts (SDCs)

Karpudewan, Mageswary; Ismail, Zurida; Roth, Wolff‐Michael

doi:10.1039/c1rp90066h

Cited by 48 publications

(25 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similar to previous studies (e.g., Karpudewan et al, 2012aKarpudewan et al, , 2012c, the experimental green chemistry curriculum supported greater student engagement. Students engaged in comparing answers/results and questioned when there were differences.…”

Section: Interventions: Experimental and Control Curriculasupporting

confidence: 82%

“…Previous research shows that chemical concepts taught in the context of green chemistry allow students to make connections with their local economic, environmental, and societal context; these connections are thought to underlie the advanced conceptual understanding that students develop compared to their peers who are instructed in the same concepts but in a traditional teacher-centered approach (Karpudewan et al, 2012a(Karpudewan et al, , 2012b(Karpudewan et al, , 2012cKarpudewan et al, 2015). In these studies, the green chemistry curriculum resulted not only in conceptual gains but also gains in other areas.…”

Section: Green Chemistrymentioning

confidence: 99%

See 1 more Smart Citation

The role of green chemistry activities in fostering secondary school students' understanding of acid–base concepts and argumentation skills

Karpudewan

Roth

Sinniah

2016

Chem. Educ. Res. Pract.

Self Cite

View full text Add to dashboard Cite

In a world where environmental degradation is taking on alarming levels, understanding, and acting to minimize, the individual environmental impact is an important goal for many science educators. In this study, a green chemistry curriculum—combining chemistry experiments with everyday, environmentally friendly substances with a student-centered approach that includes student–student discussion—was tested for its potential to increase the understanding of acid–base concepts and argumentative skills. A quasi-experimental design was chosen intended to take into account teacher/school nested effects. The study involved three classes of 150 16 year old Form Four students (1 experimental,N= 50; 2 control,N= 100) from two Schools A and B serving students from the same sociocultural and economic backgrounds taught by two teachers (Teacher A in School A taught 1 experimental and 1 control; Teacher B in School B taught 1 control). An ANCOVA with a pre-test as a covariate showed a statistically significant treatment effect as measured by an acid–base concept understanding test. Additionally, qualitative analysis of an Argumentation Skill Test (AST) shows that the experimental students used higher levels of argumentation skills following treatment than their peers in the two control classes. Implications are discussed for integrating green chemistry into the secondary school chemistry curriculum to teach the content on acid–base and green chemistry as a tool to assist the construction of arguments.

show abstract

Section: Interventions: Experimental and Control Curriculasupporting

confidence: 82%

Section: Green Chemistrymentioning

confidence: 99%

The role of green chemistry activities in fostering secondary school students' understanding of acid–base concepts and argumentation skills

Karpudewan

Roth

Sinniah

2016

Chem. Educ. Res. Pract.

Self Cite

View full text Add to dashboard Cite

show abstract

“…This thesis is completely connected with modern ideas of convergence of technical and humanitarian knowledge [8]. Given ideas are transformed in particular into the promotion of green education practices [9][10][11], green art concept [12], etc.…”

Section: Introductionmentioning

confidence: 99%

Efficiency Problem of renewable energetics systems in the context of «smart house» concept

et al. 2020

View full text Add to dashboard Cite

Considering the question of efficiency of alternative energy systems, producing electricity from the position of interests of households it acquires an unexpected sound. The efficiency can be low (about 7-10%) providing that the heat released in converting is targeted i.e also used on the needs of households. In such an approach low efficiency becomes acceptable since the most part of energy usage in households is spent on systems using the heat (hot water supply etc.) even in the summer period. It is shown that converting of energy providing targeted heat dissipation can be provided by the phenomenon of generation of electromotive force by flowing of the low-speed, low-molecular salt current trough the polymeric sewed net; relevant experimental results are presented. Basing on the analysis of low-molecular ions currents balance by flowing of solution through the gel, the theory of the phenomenon is proposed. It is shown that the described phenomenon and based on its energy converting systems can be considered as an example illustrating the perspectivity of the new paradigm of green energetics development. Given paradigm is based on principles of technical and humanitarian knowledge convergence and is completely consistent with the conclusion that the environment-friendly technologies development is a technical and social issue at one time.

show abstract

“…Such skills will enable students to effectively participate in society and deal with sustainable challenges both today and in the future [21]. These skills are essential for enabling students to assess new chemistry-based products and technologies and to respond appropriately [22].…”

Section: Socio-scientific Issues-based Science Education As a Way To mentioning

confidence: 99%

The Potential of Non-Formal Laboratory Environments for Innovating the Chemistry Curriculum and Promoting Secondary School Level Students Education for Sustainability

2015

View full text Add to dashboard Cite

Developing skills and attitudes among students in terms of Education for Sustainable Development (ESD) requires that educators address issues of sustainability in both formal and non-formal education. However, up to now, ESD seems to have been insufficiently implemented in secondary science education in many countries in general, and in high school chemistry learning in particular. A lack of suitable experiments, coupled with missing teaching and learning materials and insufficient teacher professional development have been identified as the reasons for this gap. This paper describes a project of innovation and research in the field of ESD for secondary school chemistry education. Within the project, both half-and full-day learning environments have been developed for non-formal, laboratory-based learning of secondary level students at the university. The research-based development focuses on teaching-learning modules which link formal and non-formal learning. The pedagogy employed is both learner-centered and inquiry-based. All the modules focus on sustainability issues in chemistry-related contexts. Data was collected by questionnaires from teachers and students both prior to and after the visit of the non-formal learning environment. Likert-items were analyzed statistically and the evaluation of the open-ended questions was done by Qualitative Content Analysis. An overview of the project, OPEN ACCESSSustainability 2015, 7 1799 a case from the non-formal laboratory setting, and findings from accompanying research and evaluation are discussed in this paper. Potential impacts on teacher professional development and curriculum innovation are also outlined.

show abstract

Ensuring sustainability of tomorrow through green chemistry integrated with sustainable development concepts (SDCs)

Cited by 48 publications

References 22 publications

The role of green chemistry activities in fostering secondary school students' understanding of acid–base concepts and argumentation skills

The role of green chemistry activities in fostering secondary school students' understanding of acid–base concepts and argumentation skills

Efficiency Problem of renewable energetics systems in the context of «smart house» concept

The Potential of Non-Formal Laboratory Environments for Innovating the Chemistry Curriculum and Promoting Secondary School Level Students Education for Sustainability

Contact Info

Product

Resources

About