The Role of Green Chemistry Activities in Fostering Secondary School Students' Understanding of Acid-Base Concepts and Argumentation Skills

Autor/inn/en	Karpudewan, Mageswary; Roth, Wolff Michael; Sinniah, Devananthini
Titel	The Role of Green Chemistry Activities in Fostering Secondary School Students' Understanding of Acid-Base Concepts and Argumentation Skills
Quelle	In: Chemistry Education Research and Practice, 17 (2016) 4, S.893-901 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c6rp00079g
Schlagwörter	Conservation (Environment); Organic Chemistry; Science Instruction; Teaching Methods; Student Centered Learning; Group Discussion; Scientific Concepts; Persuasive Discourse; Quasiexperimental Design; Secondary School Students; Pretests Posttests; Control Groups; Experimental Groups; Foreign Countries; Bayesian Statistics; Statistical Analysis; Malaysia + Suchen Sie Ihr Suchwort? Conservation; Environment; Konservierung; Bewahung; Umwelt; Organische Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Gruppendiskussion; Persuasion; Persuasive Kommunikation; Sekundarschüler; Ausland; Statistische Analyse
Abstract	In a world where environmental degradation is taking on alarming levels, understanding, and acting to minimize, the individual environmental impact is an important goal for many science educators. In this study, a green chemistry curriculum--combining chemistry experiments with everyday, environmentally friendly substances with a student-centered approach that includes student-student discussion--was tested for its potential to increase the understanding of acid-base concepts and argumentative skills. A quasi-experimental design was chosen intended to take into account teacher/school nested effects. The study involved three classes of 150 16 year old Form Four students (1 experimental, N = 50; 2 control, N = 100) from two Schools A and B serving students from the same sociocultural and economic backgrounds taught by two teachers (Teacher A in School A taught 1 experimental and 1 control; Teacher B in School B taught 1 control). An ANCOVA with a pre-test as a covariate showed a statistically significant treatment effect as measured by an acid-base concept understanding test. Additionally, qualitative analysis of an Argumentation Skill Test (AST) shows that the experimental students used higher levels of argumentation skills following treatment than their peers in the two control classes. Implications are discussed for integrating green chemistry into the secondary school chemistry curriculum to teach the content on acid-base and green chemistry as a tool to assist the construction of arguments. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01