Social and Environmental Justice in the Chemistry Classroom
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Grace A. Lasker [1] ; Karolina E. Mellor [2] ; Melissa L. Mullins [3] ; Suzanne M. Nesmith [3] ; Nancy J. Simcox [4]
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[1] University of Washington Bothell
University of Washington Bothell
Estados Unidos
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[2] Yale University
Yale University
Town of New Haven, Estados Unidos
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[3] Baylor University
Baylor University
Estados Unidos
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[4] University of Washington
University of Washington
Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 94, Nº 8, 2017, págs. 983-987
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Despite advances in active learning pedagogy and other methods designed to increase student engagement in the chemistry classroom, retention and engagement issues still persist, particularly with respect to women and minorities underrepresented in STEM (science, technology, engineering, and mathematics) programs. Relevancy also remains elusive in the chemistry classroom, where real-world issues of social justice, health, and the environment are largely missing from chemistry curricula. As a result, students struggle to understand their role as change agents and global citizens with leadership responsibility toward developing solutions to these justice issues, particularly as they relate to chemistry and manufacturing industries. Green chemistry curriculum developed by groups such as the Molecular Design Research Network, Beyond Benign, Greener Education Materials for Chemists, and others is available for faculty to seamlessly integrate topics of social, health, and environmental justice problem-solving into their classes, with a focus on educating future chemists who recognize their role in solving (or preventing) global justice issues. The purpose of this paper is to share new instructional strategies needed to add relevancy to the life of chemistry students.
