Connecting Systems Thinking and Service Learning in the Chemistry Classroom

Lasker, Grace A.

doi:10.1021/acs.jchemed.9b00344

Cited by 21 publications

(20 citation statements)

References 39 publications

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“…For example, the choice of doping cobalt into the AlPO-5 also provides an opportunity for students to apply their synoptic knowledge of crystal field theory to rationalise the observed colour changes that accompany the individual synthetic steps of both experiments. These relate to the relocation of Co(II) from the discrete precursor compound (pink, octahedral, d 7 ) into the crystalline framework (blue tetrahedral, d 7 ), and subsequent oxidation to the redox-active catalyst, which then contains Co(III) species (green, tetrahedral, d 6 ) (see SI).…”

Section: Results and Assessmentmentioning

confidence: 99%

Redox Aluminophosphates: Applying Fundamental Undergraduate Theory To Solve Global Challenges in the Chemical Industry

et al. 2019

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As global resources are pressed by the demands of the modern lifestyle, acquainting students with Sustainable Chemistry will be crucial in educating responsible chemists of the future. For this undertaking, we present Redox Aluminophosphates; a laboratory-based practical with targeted resources that has been designed to relate fundamental catalytic theory to core concepts in Green Chemistry. As part of this assignment, students are directed in the preparation of aluminophosphate materials using distinctive synthetic protocols (hydrothermal synthesis, calcination), and are required to apply their knowledge of analytical techniques to solid-state characterisation. Students then use their heterogeneous redox catalysts in the oxidation of cyclohexane to K A oil (the industrial feedstock of adipic acid, a precursor to nylons), with gas chromatography-mass spectrometry (GC-MS) analyses providing an opportunity to introduce Green Chemistry metrics. With supporting resources, oral presentation, and student-led discussions, this practical aims to equip the undergraduate student with the tools needed to rationalise structure-activity relationships in porous heterogeneous catalysts. Using a systems thinking approach, Redox Aluminophosphates is a holistic practical, combining empiricism with critical analysis, self-study, and group work to relate undergraduate theory to realworld problems, whilst demonstrating how laboratory-scale procedures can be extrapolated to the industrial setting.

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Section: Results and Assessmentmentioning

confidence: 99%

Redox Aluminophosphates: Applying Fundamental Undergraduate Theory To Solve Global Challenges in the Chemical Industry

et al. 2019

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“…Servicelearning also allows pre-service teachers to apply theory into practice and understand the complexities of real-life problems, thereby preparing them to be future leaders (Onal et al, 2017). Theories learned in lectures give extra knowledge and information on education in general, but they can also be applied in the classroom to manage the students and classroom environment (Lasker, 2019). A study conducted by Lenkauskaitė (2020) proved that service learning promotes real situations and circumstances that possibly can happen in a classroom situation.…”

Section: Authentic Experiences In Service-learningmentioning

confidence: 99%

Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

Pazilah¹,

Hashim²,

Yunus³

2021

AWEJ

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As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates pre-service teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the pre-service teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.

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“…Environmental justice is not limited to environmental or ecological rights but also incorporates labor, food, civility, climate, Indigenous rights, culture, economics, immigration, and civil rights into the movement (Cole & Foster, 2001;Faber & McCarthy, 2003;Schlosberg, 2013). For the most part, chemistry students are not challenged to actively connect chemistry learned in the classroom with disparities faced by communities (Lasker, 2019), but shouldn't active learning mean actively integrating life experiences into learning experiences? Social justice pedagogy allows acknowledgment in learning spaces that there are disparities between resources, outcomes, and opportunities among marginalized populations (Shakman et al, 2007).…”

Section: Justice-oriented Chemistry Curriculummentioning

confidence: 99%

Using Feminist Theory and Social Justice Pedagogy to Educate a New Generation of Precautionary Principle Chemists

Lasker

Simcox

2020

Catalyst

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Students in the science classroom learn that science makes right, which devalues (whether inadvertently or very purposefully) other non-scientific areas of study and largely works against ideas of collectivism and community especially as science “rises to the top” in collaborative partnerships and interdisciplinary research and service. Applying feminist theory and social justice pedagogy within the chemistry classroom can help focus the student’s learning experiences away from hierarchical outcomes that perpetuate discriminatory practices toward change agency and the pursuit of equity, especially in regard to the design of safer chemicals. Most would agree that it is not ethically acceptable to continue to design and produce chemicals that cause adverse human health effects and environmental pollution; however, changes in the chemistry classroom to redirect this outcome has been slow. Emphasis on designing safer chemicals driven by the precautionary principle can advance the role of students and teachers as change agents in their communities.. When considering feminist theory and social justice pedagogy in the chemistry classroom, classrooms become inclusive and learning outcomes shift toward focusing on how to reduce health disparities due to chemical exposures and how to interact with systems of domination and decision making in the workplace and beyond. New chemistry curriculum is needed in these areas to help prepare a new generation of “precautionary principle chemists” who will advocate for all of our communities.

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Connecting Systems Thinking and Service Learning in the Chemistry Classroom

Cited by 21 publications

References 39 publications

Redox Aluminophosphates: Applying Fundamental Undergraduate Theory To Solve Global Challenges in the Chemical Industry

Redox Aluminophosphates: Applying Fundamental Undergraduate Theory To Solve Global Challenges in the Chemical Industry

Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

Using Feminist Theory and Social Justice Pedagogy to Educate a New Generation of Precautionary Principle Chemists

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