Integrating green chemistry into Austrian secondary education using the context of wood biorefinery

Abstract

Green Chemistry (GC) offers new contexts for teaching established chemical concepts in chemistry education as well as fostering informed practice for navigating environmental challenges. However, there is a research gap regarding the integration of GC into educational contexts. Additionally, there is a lack of empirically validated teaching material and education programs for teachers. Our group addresses these challenges by developing, piloting and disseminating a teaching and learning sequence (TLS) on wood biorefineries using synergies from science education researchers, teachers and experts in the field of wood biorefinery. We introduce a TLS that was designed and piloted in two secondary classes (N = 25). Students’ conceptions were evaluated using an association-mapping approach and situational interest was assessed using Likert-scale items. Throughout the measurement points, students’ associations with GC shifted from vague keywords to references aligned with the Principles of GC. Situational interest remained consistently high throughout the units. Our findings indicate a growth of conceptual knowledge about GC after the TLS. The constantly high situational interest highlights the need for research into motivational factors when teaching and learning about GC. Our contribution underscores the importance of collaborative efforts to develop and implement GC educational material, fostering scientific literacy and environmental responsibility among students.