scholarly journals A Comparative Study in Green Chemistry Education Curriculum in America and China

2013 ◽  
Vol 90 ◽  
pp. 288-292 ◽  
Author(s):  
Leila Habibi Bodlalo ◽  
Maryam Sabbaghan ◽  
Seyyed Mohammad Reza Emam Jome
Keyword(s):  
Green Chemistry ◽  
Comparative Study ◽  
Chemistry Education ◽  
Education Curriculum

scholarly journals Comparative Study of Gold Nanoparticles Synthesized via Wet Chemical and Green Chemistry approach

2021 ◽  
Vol 1033 ◽  
pp. 012051
Author(s):  
Sonal Rattan ◽  
Anjali Leal ◽  
Mamta Sharma ◽  
Suresh Kumar ◽  
J K Goswamy
Keyword(s):  
Gold Nanoparticles ◽  
Green Chemistry ◽  
Comparative Study ◽  
Wet Chemical

Education for sustainable development in chemistry – challenges, possibilities and pedagogical models in Finland and elsewhere

2014 ◽  
Vol 15 (4) ◽  
pp. 488-500 ◽  
Author(s):  
M. K. Juntunen ◽  
M. K. Aksela
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Green Chemistry ◽  
Chemistry Education ◽  
Sustainability Science ◽  
Education For Sustainable Development ◽  
Chemistry Teachers ◽  
Current State ◽  
Pedagogical Models ◽  
Pedagogical Frameworks

This article analyses Education for Sustainable Development (ESD) in chemistry by reviewing existing challenges and future possibilities on the levels of the teacher and the student. Pedagogical frameworks that are found eligible in practice are reviewed. Lesson themes that are suitable for implementing socio-scientific issues (SSI) related to ESD into basic chemistry education at schools are discussed. Based on this analysis, three new demonstrative pedagogical models for ESD in chemistry are presented to help guide the work of teachers. The models draw on an interdisciplinary reading of research in the field of SSI-based science education, sustainability science, green chemistry and environmental education. The current state of ESD in Finnish chemistry education is used as an example case throughout the article. Two tasks where future development is required were recognised. The first task concerns supporting chemistry teachers in overcoming the challenges with SSI and ESD they face in their work. The second task is to ensure that students are more often provided with more relevant and flexible chemistry content and studying methods.

scholarly journals TINGKAT PEMAHAMAN MAHASISWA PENDIDIKAN KIMIA PADA BEBERAPA KONSEP DASAR MATEMATIK YANG DIBUTUHKAN UNTUK KELANCARAN BELAJAR KIMIA KUANTITATIF

2017 ◽  
Vol 2 (1) ◽  
pp. 147
Author(s):  
Fahyuddin Fahyuddin ◽  
Liliasari Liliasari ◽  
Jozua Sabandar
Keyword(s):  
Chemistry Education ◽  
Multiple Choice ◽  
Specific Area ◽  
Descriptive Study ◽  
Tree Level ◽  
Education Curriculum ◽  
Chemistry Students ◽  
Student Achievements ◽  
Mathematics Abilities ◽  
Mathematics Course

This study explores the basic mathematics abilities of pre-service chemistry students in the specific area of mathematics that consists of four sections, on logarithms, scientific notation , algebra, and graphs. The results of this study were used to develop content lecture of chemistry mathematics course in both chemistry education curriculum and science of chemistry. The participants were 150 students that consists of three level, one level, two, and three, each of 50 respondents. The basics mathematics ab ilities of three level chemistry students were compared with each other. The questions were used in this descriptive study are all multiple choice that developed based on four mathematics concept and related with the needs of chemistry students. The results ind icated that were not significantly differents in mathematics abilities among the tree level of students. Student achievements in basic mathematics consists of logarithms, scientific notation, algebra, and graphs wer, dan respectively. The mathematics concepts that are still difficult to understanding for students were algebra manipulation, transformation of mathematics equation from exponensial to logarithm equation, and understanding of graphs both exponensia l and logarithm equation.Penelitian ini mengeksplorasi kemampuan matematika dasar mahasiswa pendidikan kimia pada konsep logaritma, notasi saintifik, aljabar dasar, dan grafik. Hasil studi digunakan sebagai dasar untuk pengembangan bahan ajar mata kuliah matematika kimia pada kurikulum pendidikan kimia dan jurusan kimia. Sampel penelitian adalah 150 mahasiswa yang terdiri atas tiga tingkatan, yaitu tingkat 1, 2, dan 3 yang masing-masing 50 orang. Kemampuan konsep dasar matematik dari tiga tingkatan akan diperbandingan satu sama lain. Instrumen yang digunakan pada metode deskriptif ini berupa tes pilihan ganda yang dikembangkan berdasarkan konsep matematika yang diukur dan relevan dengan kebutuhan mahasiswa kimia. Hasil analisis menunjukkan bahwa perbandingan kemampuan dasar matematik antara tiga tingkatan mahasiswa tidak memberikan perbedaan yang signifikant pada sejumlah konsep matematik yang bersesuaian dan nilai total. Untuk itu, kemampuan mahasiswa pendidikan kimia secara rata-rata pada konsep logaritma, notasi saintifik, aljabar, dan grafik berturut-turut adalah 58,6; 66,3; 51,2; dan 32,8. Konsep dasar matematik yang masih sukar dipahami adalah mengubah bentuk persamaan eksponensial ke bentuk logoritma, distribusi persamaan logaritma, hukum dasar aljabar, aritmetika bilangan dalam notasi saintifik, grafik persamaan eksponensial, dan grafik persamaan logaritma.

scholarly journals Socio-Problematization of Green Chemistry: Enriching Systems Thinking and Social Sustainability by Education

2019 ◽  
Vol 11 (24) ◽  
pp. 7123 ◽  
Author(s):  
Leonardo Marcelino ◽  
Jesper Sjöström ◽  
Carlos Alberto Marques
Keyword(s):  
Green Chemistry ◽  
Systems Thinking ◽  
Chemistry Education ◽  
Social Issues ◽  
Social Sustainability ◽  
Social Dimension ◽  
The Social

The current research on systems thinking criticizes the additive nature of green chemistry (GC) not being supportive of systems thinking to achieve holism in its practices. This paper argues that systems thinking should comprise of the social issues, and, therefore, it studies renowned papers by GC pioneers and reviews on the field regarding how they address the social dimension of sustainability. It points out how GC has ignored social sustainability in its discourses, practices, and evaluations, leading to a reductionist interpretation of sustainability. Then, this paper presents some challenges to be overcome in order to achieve balanced sustainability. A systemic chemical thinking is advocated, considering chemistry in culture and chemistry as culture, expanding the chemistry rationality from ontological and technological dimensions into the epistemological and ethical ones. It is then discussed how chemistry education can help to promote sustainability in a broad and systemic way.

Green chemistry education in the Middle East

2017 ◽  
Vol 2 (6) ◽  
Author(s):  
Larry Kolopajlo
Keyword(s):  
Middle East ◽  
Green Chemistry ◽  
Chemistry Education

AbstractThe Middle East once dominated the age of alchemy, and today it is experiencing a resurgence by transforming the age of petroleum chemicals into a greener science through

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