An Action Research Teacher’s Journey while Integrating Green Chemistry into the High School Chemistry Curriculum

Michael Linkwitz and Ingo Eilks ()
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Michael Linkwitz: Otto-Hahn-Gymnasium Bensberg, Saaler Mühle 8, 51429 Bergisch Gladbach, Germany
Ingo Eilks: Department of Biology and Chemistry, Institute of Science Education, University of Bremen, Leobener Str. NW2, 28359 Bremen, Germany

Sustainability, 2022, vol. 14, issue 17, 1-14

Abstract: In recent years, a growing number of publications have emerged discussing how to integrate education for sustainable development (ESD) and systems thinking into science education in general, and chemistry education in particular. However, when it comes to more specific fields of chemistry education, most studies focus almost exclusively on higher education. Examples of ESD units in secondary chemistry teaching are mostly limited to single topics. They often do not explicitly deal with the theoretical concepts behind green or sustainable chemistry. This paper reports on a long-term initiative to develop secondary chemistry education. This effort attempts to thoroughly integrate ESD based on the concept of green chemistry into high school programs. The project is based on teacher-centered action research, a cyclical development and research approach within authentic classroom practice. The process was supported by an academic chemistry education research group and a network of experienced action research teachers. The current paper describes the development of a teaching sequence for first-year upper secondary chemistry education. Elements of the development and selected findings from the accompanying feedback processes are reported.

Keywords: chemistry education; education for sustainable development; green chemistry; curriculum; high school; action research (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
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