High School Sustainable and Green Chemistry: Historical–Epistemological and Pedagogical Considerations

Teresa Celestino
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Abstract

In this paper, a distinction is first made between environmental, sustainable, and green chemistry; the last two are then examined in relation to the more general problem of environmental education. A brief historical digression on the Science, Technology, and Society movement attempts to dissect reasons why chemistry is seen by the general public as a problem, not as a decisive resource for the realization of the ecological transition. Although sustainable and green chemistry can be decisive in overcoming the insularity of chemical disciplines in high school, it is not well-embedded in educational practices. This situation is slowly changing thanks to the implementations of systems thinking in teaching practice, showing interconnections between the molecular world and sustainability. Historical and epistemological studies provide an all-encompassing framework for the relationship between chemistry and the environment in a broad sense, giving a solid foundation for educational projects. Specific operational goals can help chemical educators in supporting real learning, as well as an examination of the fundamental axes of sustainable and green chemistry, according to the criteria of Scientific and Technological Literacy. Finally, the results of some research carried out in secondary school are presented. These results demonstrate the effectiveness of the interdisciplinary-systemic approach in teaching chemistry as well as in guiding future green careers and reducing the gender gap, preparing high school students in the best possible way to face the challenges of an increasingly interconnected and complex world.
高中可持续与绿色化学:历史-认识论与教学思考
本文首先对环境化学、可持续化学和绿色化学进行了区分;然后,将后两者与更普遍的环境教育问题联系起来加以考察。关于科学、技术和社会运动的一个简短的历史题外话,试图剖析为什么化学被普通公众视为一个问题,而不是作为实现生态转型的决定性资源。虽然可持续和绿色化学在克服高中化学学科的孤立性方面具有决定性作用,但它并没有很好地融入教育实践。由于系统思维在教学实践中的实施,这种情况正在慢慢改变,显示出分子世界与可持续性之间的相互联系。历史和认识论的研究为广义上的化学与环境的关系提供了一个全面的框架,为教育项目提供了坚实的基础。具体的业务目标可以帮助化学教育工作者支持真正的学习,并根据科学和技术素养的标准对可持续和绿色化学的基本轴进行检查。最后,介绍了在中学进行的一些研究的结果。这些结果证明了跨学科系统方法在化学教学中的有效性,以及在指导未来绿色职业和缩小性别差距方面的有效性,并以最好的方式为高中生做好准备,以面对日益相互联系和复杂的世界的挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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