Formative Dimensions for Green and Sustainable Chemical Education: A Qualitative Evaluation Tool of the Formative Level of Experimental Processes

Abstract

This paper addresses the fundamentals, structuring, and application of a Formative Dimensions for Green and Sustainable Chemical Education (Formative Dimensions – GSCE) qualitative evaluation tool of experimental processes. This instrument was created considering the need to resignify laboratory practices in Chemical Education. Qualitative research conducted in a case study format analyzed its functionality considering two experimental proposals developed by students of “Green Chemistry” and “Experimentation in Chemical Education” disciplines in their initial course at a federal Higher Education Institution located in the State of São Paulo. The analyses of the dimensions identified and the graphic figures in the experiments revealed the essential elements that make a formative experiment. Formative Dimensions – GSCE aims at evaluations of the scopes and limits of experimental activities by teachers, students, and other educational agents and identification of aspects related to techniques and didactics for an individual’s socio-scientific formation.

The Role of the Periodic Table of the Elements of Green and Sustainable Chemistry in a High School Educational Context

“…Recent publications in this field highlight the dedication of educators to promoting sustainability awareness through GSCE initiatives. There are contributions to teacher training [5][6][7][8] and curricula [9,10], offering valuable insight into the incorporation of sustainable principles into chemistry. However, the adoption of anachronistic teaching practices (the traditional model of education), the gradual reduction of investments, and the lack of educational materials are some barriers that hinder the broader dissemination of this field [11].…”