Probing Greek Secondary School Students' Awareness of Green Chemistry Principles Infused in Context-Based Projects Related to Socio-Scientific Issues

Autor/inn/en	Koulougliotis, Dionysios; Antonoglou, Lemonia; Salta, Katerina
Titel	Probing Greek Secondary School Students' Awareness of Green Chemistry Principles Infused in Context-Based Projects Related to Socio-Scientific Issues
Quelle	In: International Journal of Science Education, 43 (2021) 2, S.298-313 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koulougliotis, Dionysios) ORCID (Antonoglou, Lemonia) ORCID (Salta, Katerina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1867327
Schlagwörter	Foreign Countries; Chemistry; Science Instruction; Sustainability; Knowledge Level; Scientific Principles; Climate; Recycling; Persuasive Discourse; Instructional Materials; Social Problems; Hazardous Materials; Energy Conservation; Pollution; Laboratory Safety; Secondary School Science; Grade 10; Grade 11; High School Students; Greece + Suchen Sie Ihr Suchwort? Ausland; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Nachhaltigkeit; Wissensbasis; Klima; Persuasion; Persuasive Kommunikation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Social problem; Soziales Problem; Hazardous substance; Gefahrstoff; Energieerhaltung; Energiespeicherung; Schadstoffbelastung; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Griechenland
Abstract	This study aims at investigating students' awareness of green chemistry principles (GCPs) which are infused in two context-based projects that are related to socio-scientific issues, namely climate change and materials' recycling. At first, content analysis of the projects' activities showed the infusion of four GCPs. Subsequently, the students' written reports associated with these activities were evaluated in order to examine the incorporation of different GCPs in their argumentation. The four principles identified in the first part of the study, were also shown to be incorporated in students' argumentation, although with variable frequency. The specific themes which manifest students' awareness of the different GCPs were also identified. These themes may guide the effective design of educational material dedicated to the infusion of GCPs in chemistry education, thus contributing to the promotion of students' environmental awareness and the development of skills which characterise socially responsible citizenship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01