Chen, M.; Jeronen, E.; Wang, A. What Lies Behind Teaching and Learning Green Chemistry to Promote Sustainability Education? A Literature Review. Int. J. Environ. Res. Public Health 2020, 17, 7876. https://doi.org/10.3390/ijerph17217876
What lies behind teaching and learning green chemistry to promote sustainability education? : a literature review
|Author:||Chen, Meiai1; Jeronen, Eila2; Wang, Anming3|
1School of Tourism & Health, Zhejiang A&F University, Hangzhou 311300, China
2Department of Educational Sciences and Teacher Education, University of Oulu, FI-90014 Oulu, Finland
3College of Materials, Chemistry and Chemical Engineering, Hangzhou Normal University, Hangzhou 311121, China
|Online Access:||PDF Full Text (PDF, 0.6 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2020103088843
Multidisciplinary Digital Publishing Institute,
|Publish Date:|| 2020-10-30
In this qualitative study, we aim to identify suitable pedagogical approaches to teaching and learning green chemistry among college students and preservice teachers by examining the teaching methods that have been used to promote green chemistry education (GCE) and how these methods have supported green chemistry learning (GCL). We found 45 articles published in peer-reviewed scientific journals since 2000 that specifically described teaching methods for GCE. The content of the articles was analyzed based on the categories of the teaching methods used and the revised version of Bloom’s taxonomy. Among the selected articles, collaborative and interdisciplinary learning, and problem-based learning were utilized in 38 and 35 articles, respectively. These were the most frequently used teaching methods, alongside a general combination of multiple teaching methods and teacher presentations. Developing collaborative and interdisciplinary learning skills, techniques for increasing environmental awareness, problem-centered learning skills, and systems thinking skills featuring the teaching methods were seen to promote GCL in 44, 40, 34, and 29 articles, respectively. The results showed that the integration of green chemistry teaching (GCT), e.g., with sustainable education, promoted GCL by fostering environmental consciousness and behavioral change and cognitive processes in a sustainable direction.
International journal of environmental research and public health
|Type of Publication:||
A2 Review article in a scientific journal
|Field of Science:||
516 Educational sciences
This study was supported by the Ministry of Education of the People’s Republic of China under Grant (14YJCZH010), National Natural Science Foundation of China (22078079, 21576062), Classroom Teaching Reform Project for Higher Education in Zhejiang Province (jg20190389), Natural Science Foundation of Zhejiang Province (LY18B060009).
© 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).