Teaching the fundamentals of chemical
kinetics on the college level
is challenging to teachers and students alike due to its abstract
nature of concepts and limited connection with real context applications.
This study consisted of two phases starting with designing a chemistry
education for the sustainable development-based learning environment
of reaction kinetics, followed by a case study in which students’
perceptions toward learning chemistry by solving a real environmental
problem using digital resources, spreadsheets, and an active learning
environment, were explored. First, we designed a Socio-Scientific
Environmental Chemistry module centered on the sorption kinetic processes
of herbicides in volcanic ash derived soils (VADS) and their potential
to pollute groundwater. The objective of the learning module was to
contribute to the development of sustainability skills, to promote
learning of contextualized chemistry knowledge, and to develop scientific
skills. This module employs spreadsheets as computational tools in
chemistry to model real sorption kinetic data of herbicides in VADS.
The learning module was designed for one section of two Analytical
Chemistry courses and one Physical Chemistry course of an undergraduate
chemistry teacher-training program. After the design phase, the learning
module was implemented in each course, and students’ perceptions
were gathered using the focus group technique. The sample was of 22
students distributed into three focus groups. The data collected were
analyzed and categorized through qualitative content analysis using
the Technological Pedagogical Science Knowledge (TPASK) framework.
On the basis of our findings, the students acquired contextualized
chemistry knowledge and develop skills and knowledge related to using
digital resources and spreadsheets in a scientific context. Besides,
the preservice chemistry teachers’ knowledge of pedagogy allowed
them to develop some elements of their pedagogical science knowledge
and TPASK. This case study shows that the problem-based learning approach
offers great potential in supporting a learning environment suitable
to working with spreadsheets to solve real-environment problems in
chemistry education.