Environmental Literacy for All Students

Battles, Denise; Franks, Melvin; Shetlar, Alison Morrison; Orvis, Jessica N.; Rich, Fredrick J.; Deal, Tony

doi:10.2505/4/jcst03_032_07_458

J. Coll. Sci. Teach.

2003

DOI: 10.2505/4/jcst03_032_07_458

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Environmental Literacy for All Students

Denise Battles¹,

Melvin Franks²,

Alison Morrison Shetlar

et al.

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“…Denise Battles and her colleagues at Georgia Southern University also reported successfully integrating environmental topics into four undergraduate science courses for nonmajors, including chemistry. Battles et al provide student self-reports of how much the course improved the students’ understanding of environmental issues, but this study does not provide objective, quantitative information on student achievement. Women and African-American students were the most positive about how the course affected their learning.…”

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confidence: 98%

Investigating the Impact of Adding an Environmental Focus to a Developmental Chemistry Course

Robelia¹,

McNeill

Wammer

et al. 2010

J. Chem. Educ.

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Chemistry educators have long sought to make chemistry relevant by using examples that chemistry students encounter in their everyday lives. However, little quantitative research explores how including relevant examples impacts student learning of chemistry content or what types of applications of chemistry are the most useful in developing understanding. The college curriculum Chemistry Modules (1), which uses context to teach

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confidence: 98%

Investigating the Impact of Adding an Environmental Focus to a Developmental Chemistry Course

Robelia¹,

McNeill

Wammer

et al. 2010

J. Chem. Educ.

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High-school chemistry teaching through environmentally oriented curricula

Mandler

Mamlok‐Naaman

Blonder

et al. 2012

Chem. Educ. Res. Pract.

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Discussions held in the chemical education community have generated a variety of reports and recommendations for reforming the chemistry curriculum. The recommendations refer to teaching chemistry in the context of real-world issues. This has been suggested as a way to enhance students' motivation. It is suggested that real-world problems emphasize the interdisciplinary nature of chemistry and the relevance of chemistry to the students' lives. An attempt was made to incorporate these recommendations into the teaching of chemistry by teaching analytical chemistry together with environmental chemistry. A unit incorporating analytical chemistry in an environmental context was developed, in which the students learn concepts of a specific environmental issue. The unit ''I Have Chemistry with the Environment'', consisting of two modules, was developed on the topics of drinking-water quality, and the greenhouse effect. The research questions focus on the change in the attitudes and perceptions of the students toward chemistry and environmental issues, after learning the environmental unit. The results indicate that the students underwent a significant change in their awareness of environmental issues. All the students mentioned that the unit influenced their everyday-life perceptions of environmental issues and that their awareness of environmental issues increased. Another important finding was that more students found that learning the ''I Have Chemistry with the Environment'' unit encouraged them to learn chemistry. They indicated that they especially appreciated the feeling that they could discover things by themselves. Clearly, the students found that learning the unit was relevant to chemistry learning as well as to their personal lives. Researchers believe that such a program may promote education for sustainable development.

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Environmental Literacy for All Students

Cited by 2 publications

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Investigating the Impact of Adding an Environmental Focus to a Developmental Chemistry Course

Investigating the Impact of Adding an Environmental Focus to a Developmental Chemistry Course

High-school chemistry teaching through environmentally oriented curricula

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