A Science, Technology, Society, and Environmental Impact Assignment for Senior-Level Analytical Chemistry Students
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Paul A. E. Piunno [1] ; Anna Shahmuradyan [1]
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[1] University of Toronto Mississauga, Canadá
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 101, Nº 3, 2024, págs. 1348-1355
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
A science, technology, society, and environmental (STSE) impact assignment framework was developed that bridges the gap between analytical chemistry education and broader societal and environmental contexts. Over the course of ∼8 weeks, students were provided with the opportunity to engage in a self-directed learning opportunity to explore an instrumental analytical technique of interest for the analysis of a sample of choice. The assignment, which could be completed as a written report or video presentation, had students investigate not only the scientific principles behind the analytical technique they selected but also the societal implications of their application and potential environmental repercussions. By delving into these broader, multidisciplinary considerations, students were encouraged to think critically, make informed decisions, and recognize the ethical and environmental responsibilities that accompany ongoing developments associated with technological innovation (and instrumental analytical chemistry, in particular).
