A Systematic Review of Green and Sustainable Chemistry Training Research with Pedagogical Content Knowledge Framework: Current Trends and Future Directions

Aydın Günbatar S., Ekiz Kıran B., Boz Y., Öztay E. S.

CHEMISTRY EDUCATION RESEARCH AND PRACTICE, sa.1, ss.1-23, 2024 (SCI-Expanded)

  • Yayın Türü: Makale / Derleme
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1039/d4rp00166d
  • Dergi Adı: CHEMISTRY EDUCATION RESEARCH AND PRACTICE
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Sayfa Sayıları: ss.1-23
  • Van Yüzüncü Yıl Üniversitesi Adresli: Evet

Özet

This study reviewed the Green and Sustainable Chemistry Education (GSCE) research that provided training at the tertiary level from 2000 to 2024. The Web of Science and ERIC databases were screened using title and abstract review. In total, 49 studies were analysed. The analysis instrument has two main parts, namely, general characteristics of the training, which was formed in light of the GSCE literature (i.e., chemistry sub-disciplines, type of implementation, and context), and analysis of the training through the lens of pedagogical content knowledge (PCK) construct that is the commonly-used framework for the analysis of training regarding orientation to teaching GSCE, learner, curriculum, assessment, and instructional strategies utilised. Results showed that organic chemistry (n=15) is the most emphasised branch of chemistry in the articles. Regarding the learner component, the studies were inadequate, and very few studies provided information about the misconceptions and difficulties that students may encounter while learning GSC. Regarding the curriculum component, among the green chemistry principles, ‘use of renewable feedstocks’ was the most emphasised, while the least emphasised ones were ‘reduce derivatives’ and ‘real-time pollution prevention’. Fourteen studies used subject-specific teaching strategies (e.g., cooperative teaching and project-based strategies). Although representations are not used in the GSCE, most of the studies included laboratory studies (n=31). Finally, regarding the assessment, very few studies focused on measuring students' skills (laboratory skills, discussion skills, etc.) and affective variables. In light of the findings, GSCE training should get more benefit from the literature on science/chemistry teaching strategies. Moreover, alternative assessment tools (e.g., rubrics and concept maps) should be utilized regarding the instruments utilized to assess the participants' GSC knowledge.