Facilitating active learning within green chemistry

Summerton, Louise; Hurst, Glenn A.; Clark, James H.

doi:10.1016/j.cogsc.2018.04.002

Cited by 22 publications

(18 citation statements)

References 31 publications

(25 reference statements)

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“…The absence of exercises and activities with green chemistry content in organic chemistry textbooks is a didactical shortcoming, as green chemistry can be a tool to provide the opportunities for students and instructors to engage in the active construction of knowledge. − The value of green chemistry is that it offers an extension of learning experiences from what is viewed as cognitive tasks in organic chemistry. Dee Fink introduced the Taxonomy of Significant Learning with six categories of learning: foundational knowledge, application, integration, human dimension, caring, and learning how to learn.…”

Section: Discussionmentioning

confidence: 99%

Green Chemistry Coverage in Organic Chemistry Textbooks

et al. 2019

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This paper examines the current state of the implementation of green chemistry into organic chemistry textbooks. Content analysis of the 15 most used organic chemistry textbooks revealed that only 10 of them had any mention of green chemistry. In textbooks that contained mentions of green chemistry, it was mentioned on less than 1% of pages. Green chemistry topics mentioned include the 12 green chemistry principles, atom economy, greener solvents and reagents, recycling, biodegradable materials, renewable feedstocks, and catalysis. Only three textbooks contained several end-of-chapter problems with green chemistry content, and all but two included the majority of green chemistry content in extraneous textboxes. The current presentation of green chemistry concepts and lack of assessment items is more suitable for a lecture-based approach as opposed to creating a student-centered learning environment.

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Section: Discussionmentioning

confidence: 99%

Green Chemistry Coverage in Organic Chemistry Textbooks

et al. 2019

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“…At Ambrose, the chemistry curriculum for the B.Sc. biology program already incorporates green chemistry, following best practices from scholars who have successfully integrated green chemistry into undergraduate education. − For instance, in Ambrose’s organic chemistry courses, students learn about safety and sustainability, primarily through the 12 principles of green chemistry developed by Paul Anastas and John Warner: Prevent waste, Atom economy, Less hazardous synthesis, Design benign chemicals, Benign solvents and auxiliaries, Design for energy efficiency, Use of renewable feedstocks, Reduce derivatives, Catalysis (vs stoichiometric) Design for degradation, Real-time analysis for pollution prevention, Inherently benign chemistry for accident prevention. Laboratory experiments in this course also center on topics related to green chemistry. Consequently, by the time they enter their third and fourth years of study (and are, thus, eligible for undergraduate research), students are familiar with green chemistry and have experience in life-cycle and system thinking.…”

Section: Background Informationmentioning

confidence: 99%

Motivating and Supporting Undergraduate Research through Green Chemistry: Experiences at a Small Liberal Arts University

VanderZwaag

Abraham

2021

J. Chem. Educ.

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Although most instructors and institutions agree on its value, undergraduate research remains an underutilized pedagogical tool because it requires ample time, funding, and equipment. Various institutions feel these pressures differently, but for many small institutions, lack of laboratory equipment and financial support can hinder undergraduate research projects. However, these institutions have much to gain from undergraduate research, especially as it offers benefits not only for students but also for faculty. For small institutions, although the principle applies to larger institutions as well, green chemistry offers a promising way forward: undergraduate research projects focusing on green chemistry have all the benefits of other undergraduate research projects but can be undertaken with minimal infrastructure and reduced cost. As an added benefit, they can help to reinforce the values of safety and sustainability for future chemists. This paper offers an example of a successful undergraduate research project in chemistry in a small liberal arts university and demonstrates how a project in green chemistry can make research-based learning feasible even in institutions with limited resources. Specifically, this project focuses on the development of a bioinspired, environmentally friendly wound-care product derived from chitosan and two naturally occurring aldehydes, citronellal and cinnamaldehyde. In this project, the student researcher prepared two chitosan Schiff bases using citronellal and cinnamaldehyde and then characterized and evaluated the antimicrobial properties of these products. Results suggest that both Schiff bases are highly bioactive and could indeed have value in wound-care. This project has scientific benefit, of course, but it also has pedagogical merits, showing how green chemistry can enable institutions to offer valuable undergraduate research opportunities with limited funding and infrastructure. This paper concludes with suggestions for related (and feasible) undergraduate research projects in green chemistry.

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“…Other recent examples of experiments and laboratory-based projects with some elements of systems thinking outside of the United Kingdom have been summarized elsewhere. 21 The Netherlands A green chemistry course was recently developed at the University of Amsterdam for students who are enrolled in master's programs in Chemistry (i.e., Molecular Sciences track or Science for Energy and Sustainability track); Physics (Science for Energy and Sustainability track); or Science, Business & Innovation (Energy and Sustainability track) with the aim of combining different student groups in one classroom to stimulate systems thinking. The course, which uses the "flipped" classroom model, is all about acquiring knowledge of the general ideas of GSC and their importance in the development of sustainable chemical technology along the entire value chain.…”

Section: United Kingdommentioning

confidence: 99%

International Perspectives on Green and Sustainable Chemistry Education via Systems Thinking

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Various international perspectives from selected regions where substantial work is being done on green and sustainable chemistry education emphasize a systems thinking framework. Common to most of the perspectives is the inclusion of more global paradigms involving economic, environmental, political, and social aspects as fundamental issues in the formerly merely technical and scientific discussions, as well as the development of laboratory experiences, training sessions, written materials, discussion meetings, and conferences. We include bird's eye views from Europe (the Green Chemistry Centre of

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Facilitating active learning within green chemistry

Abstract: Encouraging critical thinking in students through pre-experimental desk-based evaluation of a range of different methodologies for a synthesis using a metrics tool to ultimately decide upon the greenest combination.

Cited by 22 publications

References 31 publications

Green Chemistry Coverage in Organic Chemistry Textbooks

Green Chemistry Coverage in Organic Chemistry Textbooks

Motivating and Supporting Undergraduate Research through Green Chemistry: Experiences at a Small Liberal Arts University

International Perspectives on Green and Sustainable Chemistry Education via Systems Thinking

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