Exploring curriculum adoption of green and sustainable chemistry in undergraduate organic chemistry courses: results from a national survey in the United States

Abstract

This study sought to explore the integration of green and sustainable chemistry into the organic chemistry curriculum through a national survey of organic chemistry instructors (n = 160). It was...

A model of curricular content for the educational reconstruction of Green Chemistry: the voice of Chilean science teachers and science education researchers

“…The GreenComp framework is aligned with the recent developments of GCE linking systems thinking and GC (Hurst et al, 2019;Aubrecht et al, 2019a;Aubrecht et al, 2019b;Hurst, 2020;MacKellar et al, 2020;Grieger et al, 2022). It also encourages chemistry educators to consider the broader, systemic, and life cycle implications of the choices made when enacting GCE (MacKellar et al, 2020).…”

“…According to Eilks and Linkwitz (2022), integrating GC into the curriculum is a crucial step towards sustainability in chemistry education. The early introduction of GC concepts into the school science curriculum of primary and secondary education might be a useful pedagogical strategy to connect chemistry education with sustainability leading to more profound citizens' understanding and appreciation of sustainability issues in the future (Marques et al, 2020;Savec and Mlinarec, 2021;Zuin et al, 2021;Eilks and Linkwitz, 2022;Grieger et al, 2022;Nahlik et al, 2023) The inclusion of GC in the school curriculum can have significant effects on students' content learning, argumentation skills, and motivation (Eilks and Linkwitz, 2022). According to the authors, this inclusion is essential for enabling students to make informed decisions as consumers and actively participate in social discussions concerning the applications of chemistry and its impact on life and the environment.…”

Integrating Simple Environmental Impact-Based Metrics into the Undergraduate Curriculum

“…The ability to identify the least harmful of the available options is the most important learning objective in green chemistry education. This skill gives chemistry students a better understanding of the environmental impacts of their choices. , Yet green chemistry content, especially related to process metrics (e.g., yield, hazard, waste) is often viewed by educators as advanced or additional to the core chemistry curriculum. , Despite agreeing that environmental hazards, reaction efficiency, and impacts of chemicals are important topics, most educators feel they cannot include green chemistry without displacing other important course content . This reveals some chemistry educators’ perspective that the green chemistry content is incompatible with their course material .…”

“…This reveals some chemistry educators’ perspective that the green chemistry content is incompatible with their course material . Many also feel that they do not have the background or resources, including textbooks, to add this content into their courses. , …”

Integrating Computational Data Science in University Curriculum for the New Generation of Scientists

“…Formal efforts to teach computers to chemistry students have been reported in the literature (Clauss & Nelsen, 2009; Earl et al, 1994; Grushow & Reeves, 2019; Weiss, 2017). Some recent publications explore introducing green chemistry into the curriculum with a view to prepare students for the twenty-first century (Eilks & Linkwitz, 2022; Grieger et al, 2022; Paschalidou et al, 2022). Recently, efforts have been focussed Jones (2001) discussed about molecular modelling in the undergraduate chemistry curriculum.…”