The integration of green chemistry experiments with sustainable development concepts in pre‐service teachers' curriculum

Abstract

Purpose -The purpose of this paper is to introduce green chemistry experiments as laboratory-based pedagogy and to evaluate effectiveness of green chemistry experiments in delivering sustainable development concepts (SDCs) and traditional environmental concepts (TECs). Design/methodology/approach -Repeated measure design was employed to evaluate the effectiveness of green chemistry experiments in delivering SDCs and TECs. Structured interviews were conducted to gather the students' feedback on the course content and course structure. Findings -Green chemistry have enhanced students' understanding of both TECs and SDCs. However, students understanding of SDCs are significantly higher than the TECs. During the interview sessions, students described that the course content as interesting and timely accurate. The course also succeeded in changing students' values and behaviors. Green chemistry was noted as a teaching pedagogy that the student teachers will implement in their future teaching. The course has also provided a space for them to improve their skills in communication, problem solving, and decision making. Practical implications -This paper outlines a new teaching strategy and will be a good source for student teachers engaged in science education program. This new teaching strategy embeds scientific concepts grounded in economic, environmental, and societal imperatives. Originality/value -The paper highlights the importance of education for SD (ESD) in higher education, with particular focus in teacher education. The paper proposes green chemistry experiments integrated with SDCs as laboratory-based pedagogy in a teacher education program as an effort to green the existing curriculum and ultimately addresses the ESD.

Malaysian Primary Pre-Service Teachers’ Understanding and Awareness of Environmental Knowledge

“…SDCs are foreign and not found in the primary and secondary school curriculum. The results of this study is similar with the findings of another study conducted by Karpudewan et al, (2009), Spiropoulpu, Antonakaki, Kontaxaki and Bouras (2007), Yang, Lam and Wong (2010 and Jucker (2002). Karpudewan et al (2009) earlier study showed that the Malaysian secondary school pre-service teachers' understanding of SDCs generally appeared to be at the minimal level.…”

“…The results of this study is similar with the findings of another study conducted by Karpudewan et al, (2009), Spiropoulpu, Antonakaki, Kontaxaki and Bouras (2007), Yang, Lam and Wong (2010 and Jucker (2002). Karpudewan et al (2009) earlier study showed that the Malaysian secondary school pre-service teachers' understanding of SDCs generally appeared to be at the minimal level. Spiropoulpu et al, (2007) reported Greece's primary pre-service teachers' holds misconception of conceptual meaning of the term 'sustainability' and these teachers are not familiar with these concepts.…”

“…According to Yencken et al (2000), these concepts are categorized as TECs. The outcome of this study is similar to the study conducted by the same authors involving secondary school pre-service teachers (Karpudewan et al 2009). Students seemed to have a good grasp of the TECs which could be explained by their primary and secondary school experiences prior to entering higher learning institutions.…”

“…QEK possesses high internal reliability with alpha Cronbach value reported as .89 and validated on the appropriateness of the content by two experts (Karpudewan et al 2009). QEK was originally developed by Yencken et al (2000) and contained 12 items: 8 items evaluated the understanding of TECs and 4 items on SDCs.…”

Development of Integrated Analysis Practicum Module based on Green Chemistry

“…The integration of green chemistry in teaching chemistry in the laboratory also increase students' knowledge about sustainability. The same is expressed by [13]that "the Green chemistry has enhanced students' understanding of both TECs (Traditional Environmental Concepts) and SDCs (Sustainable Development Concepts). It shows that the concept of green chemistry needs to be integrated into learning chemistry in the laboratory using the learning media that can be a module practicum.…”