The green chemistry philosophy was introduced around 20 years ago. Since then, a growing number of studies contemplating a diversity of strategies to integrate green principles into chemistry education—mainly at the higher education level—have been carried out.1, 2 According to some authors,3 the efforts to incorporate green chemistry contents into Chemistry courses indicate that a problem-oriented approach substantially promotes a more effective training when a topic pertaining to the local context is also considered. Thus, the present project aims at developing, optimizing and testing the introduction of green chemistry components into modules for the chemistry degrees curricula in Latin American and African universities, taking the regional reality into account.
Modules based on the Science-Technology-Society (STS) teaching approach have already been proposed and tested in undergraduate classes. The proposed lessons begin with the presentation and discussion of documentaries with emphasis on controversial socio-scientific issues, followed by a lecture based on an investigative approach. Adopting methodologies utilizing the socio-scientific study of controversial situations seems attractive in educational processes that consider environmental issues. This is especially true when dealing with cases which can engage students actively and require them to express opinions based on critical analysis of a complex situation, with special attention to the ethical, moral, and evaluative considerations of the social issues related to the conceptual, methodological, and technological developments of green science.4
The main objectives of the project are:
1. proposing general modules for up-to-date university green chemistry curricula for chemistry degrees, or for the incorporation of green chemistry themes into the various chemistry courses;
2. developing green chemistry contents for the theoretical and experimental components of chemistry courses in the involved universities in Latin America and Africa, considering the specific context of each region;
3. permanently establishing green chemistry as a component of the training of chemistry professionals in their initial courses;
4. promoting the public understanding of green chemistry principles by showing their connections to most aspects of common life;
5. Linking universities, industries, and governmental/non-governmental sectors to better approach relevant themes and contents in the green chemistry modules.
The green chemistry modules will be planned considering both the literature and the direct experiences of the task groups involved. The development of the curricula will be evaluated by applying the qualitative and quantitative research methods generally applied in education research. The annual regional and international meetings will be an opportunity to analyze the progress of the project, and to disseminate its results to the task group, institution representatives, and the surrounding communities in Latin America and Africa. Two meetings are planned this year:
· The Annual Meeting of the Brazilian Chemical Society (Natal, RN, Brazil, 26-29 May 2014 - www.sbq.org.br/37ra/);
· The 5th IUPAC International Conference on Green Chemistry (Durban, South Africa, 17-21 August 2014 - www.saci.co.za/greenchem2014).
References
1. Anastas, P. T.; Warner, J. C. Green chemistry: theory and practice. New York: Oxford University Press, 1998.Search in Google Scholar
2. Andraos, J.; Dicks, A. P. Chem. Educ. Res. Pract., 13, 59 (2012).Search in Google Scholar
3. Zuin, V. G. Environmental dimension in Chemistry teacher education. Campinas: Alínea, 2012.Search in Google Scholar
4. Eilks, I.; Hofstein, A. Teaching Chemistry: A Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers. Rotterdam: Sense Publishers, 2013.Search in Google Scholar
For more information, contact the Task Group Chairs Vânia G. Zuin vaniaz@ufscar.br; vania.zuin@york.ac.uk or Liliana Mammino sasdestria@yahoo.com
www.iupac.org/project/2013-041-3-300
©2014 by Walter de Gruyter GmbH & Co.
