Green Modules: Integrating Green and Sustainable Chemistry Principles to Secondary Chemistry Modules through Process-Oriented Guided Inquiry Learning
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Joevi Jhun A. Idul [1] ; Quenie Mariel I. Jaculbe [1] ; Nuela S. Lucine [1] ; Mildred D. Canama [1] ; Michelle D. Galve [1] ; Catherine L. Sayson [1] ; Marites P. Suico [1] ; Kesley Zoe D. Santiago [1] ; Angelo Mark P. Walag [1]
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[1] Republic of the Philippines Department of Education─Division of Malaybalay City, Philippines
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 102, Nº 3, 2025, págs. 1104-1116
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Educating students about green chemistry (GC) enables them to address environmental challenges and tackle issues in the promotion of sustainable development. However, Filipino high school chemistry teachers lack the expertise to utilize existing GC education resources. Hence, this study primarily aims to address the need to utilize localized learning materials in incorporating green chemistry (GC) principles into the secondary science curriculum. This was implemented in two distinct phases: (1) development of learning modules incorporated with GC principles labeled as Green Modules through the Process-Oriented Guided Inquiry Learning (POGIL) approach and (2) classroom implementation and assessment of knowledge, awareness, and practices toward GC and sustainability. The Green Modules were rated as “very satisfactory” in terms of content, format, presentation, organization, accuracy, and up-to-dateness of information. The classroom utilization of the Green Modules has revealed positive results on the learners’ assessed domains. There were statistically significant differences in the knowledge proficiency, awareness level, and practices toward GC and sustainability among the learners who utilized the GC-integrated learning modules through POGIL and those who used the default General Chemistry learning modules. Hence, incorporating GC concepts into the learning modules coupled with guided inquiry and hands-on experiments can heighten GC knowledge, awareness, and practices. The results of this study could pave the way for more exploration in the design and content of the GC-integrated lessons and strengthen the scope of the integration of GC in the curriculum.
