Climate Action Can “Flip the Switch”: Resourcing Climate Empowerment in Chemistry Education
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Peter G. Mahaffy [1] ; Jadeyn Lunn [1] ; Alexa Adema [1] ; Aneilia Ayotte [1] ; Jared Faulkner [1] ; Sarah Greidanus [1] ; Ava Griffioen [1] ; Amanda Koot [1] ; Yuval Mimran [1] ; Ethan Nanninga [1] ; Dominic Pfeifer [1] ; Jonas Struyk [1] ; Martin Su [1] ; Nathaniel Tesfaye [1] ; Grace Wagram [1]
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[1] The King’s University, Canadá
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 101, Nº 9, 2024, págs. 3856-3868
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Traditional approaches to the chemistry curriculum for undergraduate students prioritize coverage of fragmented individual topics rather than employing systems thinking to embed chemistry concepts in immersive holistic contexts vital to our planet’s future, such as climate change. Many students are eager to understand and tackle climate change, drawing on political, socioeconomic, sustainability, and chemistry perspectives. However, educators face substantial barriers in resourcing climate empowerment through chemistry education. This paper outlines interactive resources and activities educators can use to help students engage with climate literacy and action, grounded in an emerging understanding of key concepts in chemistry. These resources draw from the work of 14 third- and fourth-year undergraduate students at The King’s University who were learning about climate change in an environmental chemistry class. The students, who also coauthored this paper, collaborated in small groups and as an entire class to develop learning activities, pilot activities created by others, articulate topics for educators, and perform several rounds of peer review. Together, the students developed activities and learning outcomes that they hope others will use to connect climate change to cognitive, affective, and kinesthetic learning in chemistry.
