Teachers’ View on Replacing Traditional Chemistry Experiments with Green Chemistry (GC) Experiments
- 30 Downloads
Laboratory work is crucial for learning chemistry. What students experience and take away from a laboratory class is a first-hand experience for students. Abstract concepts are made concrete through a good laboratory pedagogical strategy. In this study, secondary school teachers’ views on current chemistry laboratory and how green chemistry experiments could possibly address the challenges and shortcomings of the traditional experiments were explored. Following a series of workshops on green chemistry experiments, 100 secondary schools teachers views were gathered on (1) relevance of green chemistry experiments; (2) feasibility of implementing the experiments; (3) nature of green chemistry; the (4) cognitive; (5) affective and (6) psychomotor domains embraced within the experiments using a five-point Likert-scale questionnaire. The teachers were of the opinion that the experiments were aligned with aims of the current syllabus, the experiments were feasible to be conducted, safe, encourages inquiry and relevant. The teachers also agreed that the experiments enhanced cognitive, affective and psychomotor domains of the learners. Additionally, an open-ended inquiry revealed green chemistry experiments are the alternative to the traditional experiments.
KeywordsGreen chemistry experiments Secondary schools Chemistry laboratory learning Teachers’ perceptions
- Anastas, P. T., & Warner, J. C. (1998). Green chemistry: theory and practice. Oxford: Oxford University Press.Google Scholar
- Braun, B., Charney, R., Clarens, A., Farrugia, J., Kitchens, C., Lisowski, C., … O’Neil, A. (2006). Completing our education. Journal of Chemical Education, 83(8), 1126–1129. Retrieved from http://people.virginia.edu/~afc7r/pubs/BBJCE06.pdf.
- Hofstein, A. (2015). Laboratory work, forms of. In R. Gunstone (Ed.), Encyclopedia of science education. (2015th ed., p. 16). Dordrecht: Springer.Google Scholar
- Karpudewan, M., Ismail, Z., & Mohamed, N. (2009). The integration of green chemistry experiments with sustainable development concepts in pre-service teachers’ curriculum: Experiences from Malaysia. International Journal of Sustainability in Higher Education, 10(2), 118–135. https://doi.org/10.1108/14676370910945936.CrossRefGoogle Scholar
- Karpudewan, M., Ismail, Z., & Roth, W. M. (2012c). The efficacy of a green chemistry laboratory-based pedagogy: Changes in environmental values of Malaysia pre-service teachers. International Journal of Science and Mathematics Education, 10(3), 497–529. https://doi.org/10.1007/s10763-011-9295-y.CrossRefGoogle Scholar
- Karpudewan, M., Roth, W. M., & Sinniah, D. (2016). The role of green chemistry activities in fostering secondary school students’ understanding of acid–base concepts and argumentation skills. Chemistry Education Research and Practice, 17, 893–901. https://doi.org/10.1039/C6RP00079G.CrossRefGoogle Scholar
- Miller, T. (2012). A context based approach using green chemistry/bio-remediation principles to enhance interest and learning of organic chemistry in a high school AP chemistry classroom. Michigan State University.Google Scholar
- Taber, K. (2002). Alternative conceptions in chemistry: Prevention, diagnosis and cure?. London: The Royal Chemical Society.Google Scholar
- Tan, H. H., & Karpudewan, M. (2017). Green chemistry-based dual situated learning model: An approach that reduces students’ misconceptions on acid and bases. In M. Karpudewan, A. N. M. Zain, & A. L. Chandrasegaran (Eds.), Overcoming students’ misconceptions in science (pp. 133–155). Singapore: Springer.Google Scholar
- Tsaparlis, G. (2014). The logical and psychological structure of physical chemistry and its relevance to graduate students’ opinion about the difficulties of the major areas of the subject. Chemical Education Research and Practice, 15(3), 391–401. https://doi.org/10.1039/C4RP00019F.CrossRefGoogle Scholar