Indonesian Teachers’ Perceptions on Green Chemistry Principles: a Case Study of a Chemical Analyst Vocational School

Auliah, Army; Muharram,; Mulyadi, .

doi:10.1088/1742-6596/1028/1/012042

Cited by 8 publications

(10 citation statements)

References 7 publications

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“…From the results obtained, the level of the teachers' knowledge of green chemistry was high. This is similar to the findings of [18] who reported that 97.14% of the teachers who served as respondents in their study reported knowledge of green chemistry. The teachers involved in this current study definitely had exposure to some elements of green chemistry during their professional training and seem to have retained the knowledge.…”

Section: Discussion Of Findingssupporting

confidence: 90%

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Teachers’ Knowledge of Green Chemistry in Senior Secondary Schools in Kwara State, Nigeria

Oyelekan

Salihu²

2022

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There have been series of advocacies all over the world to prepare future scientists who would take up the challenge of eradicating environmental pollution through the deployment of scientific knowledge such as green chemistry. This study investigated teachers’ knowledge of green chemistry in Kwara State, Nigeria. The Green Chemistry Knowledge Questionnaire (GCKQ) was used to collect the data. Answers were provided to the research questions using the mean and percentage, while the research hypotheses were subjected to t-Test and ANOVA. Findings from the study revealed that the teachers’ knowledge of green chemistry was high and significantly higher among experienced teachers. It is recommended that the chemistry teachers should endeavor to pass green chemistry ideas to the students and that the experienced chemistry teachers should carry the less experienced teachers along in the course of passing across the knowledge of green chemistry.

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Section: Discussion Of Findingssupporting

confidence: 90%

“…One empirical study on green chemistry and its learning is the study conducted by Auliah and Mulyadi [18]. They sought to find out teachers' knowledge and perceptions of green chemistry and its integration into the learning process in a Chemical Analyst Vocational School in Makassar, Indonesia.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Knowledge of Green Chemistry in Senior Secondary Schools in Kwara State, Nigeria

Oyelekan

Salihu²

2022

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“…Karpudewan and Kulandaismy (2018) emphasized that it is necessary to expose students to GC at the secondary level and that teachers are the determinant in finding ways for having GC in education. It would be difficult to expect the learners to know GC if their teacher does not understand it first-hand (Auliah & Mulyadi, 2018). Therefore, the teachers should first be equipped before such principles can be educated in the next generation of the workforce (Eze, 2015).…”

Section: Correlation Between Knowledge Perceptions and Level Of Integrationmentioning

confidence: 99%

“…Germany was the pioneer in integrating GCE in the undergraduate curriculum (Wissinger et al, 2020;Zuin et al, 2021) and eventually in the high school curriculum (Linkwitz & Eilks, 2020). However, the trend is rarely observed in some developing countries like Nigeria and Indonesia (Auliah & Mulyadi, 2018;Owoyemi & Adesina, 2020) due to the relatively inadequate content knowledge and awareness on GCE among Science teachers (Kitchens et al, 2006;Cann & Dickneider, 2004;Auliah & Mulyadi, 2018), inevitable consequences of the crowded curriculum where contact time is reduced as well as limited instructional materials to support content understanding (Haack, 2016) and poor contextualization of Science topics (Tabotabo-Picardal & Paño, 2018;Nersesian et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Green Chemistry Education among Senior High School Chemistry Teachers: Knowledge, Perceptions, and Level of Integration

Carangue¹,

Geverola²,

Jovero

et al. 2021

RMRJ

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Green Chemistry (GC) integration in environmental education has improved understanding of managing pollutants and their impacts. However, the extent of integration in the science curriculum is not widely known in the Philippines. In this convergent mixed-method design, the researchers determined the SHS Chemistry teachers’ (n=30) knowledge, perceptions, GC integration in Chemistry topics, and challenges in teaching Green Chemistry Education (GCE). Complementary quantitative and qualitative results showed valid and reliable findings, claiming that teachers have limited preconceived knowledge on GCE but perceived it as an essential part of the teaching-learning process. Awareness of chemical hazards and their impacts on the environment is often demonstrated but rarely elaborated during discussions in Chemistry classes. Problems encountered in teaching GCE were also identified. A moderate positive correlation between the teachers’ knowledge and their GC perception was observed. However, no significant relationship was found when the teachers’ knowledge and perception were correlated to GC integration.

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“…Sustainable development education has been applied in the secondary school education curriculum especially in chemistry subject that is a basic science which acts as a manufacturer in fulfilling human needs. The basic concept of the various fields of science are added and integrated into the Chemical Sciences, thus giving birth to what is called Green Chemistry (Auliah, Muharram, & Mulyadi, 2018). According to (Anastas & Warner, 1998), green chemistry can be defined as the utilization of a set of 12 principles that reduces or eliminates the use or generation of hazardous substances in the design, manufacturer and application of chemical products.…”

Section: Introductionmentioning

confidence: 99%

Secondary school students’ green chemistry experiment, knowledge, attitude and practice: instrument development and an exploratory study in malaysia

Akashah

Nadzri

Taha

2019

JPSMM

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Green chemistry is an educational approach that is guided by Sustainable Development Education which aims to provide students with the knowledge of scientific solutions on how to solve environmental pollution. This study aimed to develop an instrument to gauge students’ level of green chemistry experiment, knowledge, attitude and practice and to test the usability of the questionnaire developed to explore students’ green chemistry experiment, knowledge, attitude and practice. This quantitative research employed a newly self-constructed Green Chemistry Awareness Questionnaire. The instrument validity and reliability is estimated by two experts and the reliability of the instrument was estimated during the pilot test, yielding Cronbach’s alpha value of 0.926. Questionnaires were distributed to 100 chemistry students from five secondary schools in Muallim district. Data was analyzed using descriptive and inferential statistical analysis to address all research questions. The independent t-test showed no statistical significant difference for all constructs by gender and school location.

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Indonesian Teachers’ Perceptions on Green Chemistry Principles: a Case Study of a Chemical Analyst Vocational School

Cited by 8 publications

References 7 publications

Teachers’ Knowledge of Green Chemistry in Senior Secondary Schools in Kwara State, Nigeria

Teachers’ Knowledge of Green Chemistry in Senior Secondary Schools in Kwara State, Nigeria

Green Chemistry Education among Senior High School Chemistry Teachers: Knowledge, Perceptions, and Level of Integration

Secondary school students’ green chemistry experiment, knowledge, attitude and practice: instrument development and an exploratory study in malaysia

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