Driving Question Formulation in Green Chemistry: A Computational Thinking Approach

Abstract

Equipping students with the ability to think critically and act sustainably is essential in modern science education. Green chemistry, particularly the principle of prevention, offers a powerful framework for fostering environmental responsibility through proactive design of chemical processes. This study presents a lesson plan that positions the formulation of driving questions as the foundation for learning about pollution prevention in the textile industry. Using a computational thinking (CT) approach, students engage in analyzing environmental problems, decomposing industrial processes, and generating systems-oriented questions that guide further inquiry. The lesson was developed as part of a student worksheet aligned with project-based learning and the Indonesian science curriculum. CT components such as abstraction and pattern recognition are integrated to support students' reasoning. Preliminary implementation shows that students can construct relevant and insightful questions that reflect both environmental awareness and computational logic. This approach highlights the importance of embedding CT in early stages of inquiry to nurture sustainable thinking in secondary science education.