Integrating Green and Sustainable Chemistry into Undergraduate Teaching Laboratories: Closing and Assessing the Loop on the Basis of a Citrus Biorefinery Approach for the Biocircular Economy in Brazil
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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Integrating Green and Sustainable Chemistry into Undergraduate Teaching Laboratories : Closing and Assessing the Loop on the Basis of a Citrus Biorefinery Approach for the Biocircular Economy in Brazil. / Zuin, Vânia G.; Segatto, Mateus L.; Zandonai, Dorai P. et al.
in: Journal of Chemical Education, Jahrgang 96, Nr. 12, 10.12.2019, S. 2975-2983.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Integrating Green and Sustainable Chemistry into Undergraduate Teaching Laboratories
T2 - Closing and Assessing the Loop on the Basis of a Citrus Biorefinery Approach for the Biocircular Economy in Brazil
AU - Zuin, Vânia G.
AU - Segatto, Mateus L.
AU - Zandonai, Dorai P.
AU - Grosseli, Guilherme M.
AU - Stahl, Aylon
AU - Zanotti, Karine
AU - Andrade, Rosivania S.
N1 - Publisher Copyright: © 2019 American Chemical Society and Division of Chemical Education, Inc.
PY - 2019/12/10
Y1 - 2019/12/10
N2 - One of the keys to achieving the United Nation's Sustainable Development Goals (SDGs) in education is to introduce novel pedagogical strategies into university curricula in order to promote an enhanced acute sense of sustainability in future professionals, teachers, and decision-makers. This paper aims at analyzing the effectiveness of including green and sustainable chemistry on the basis of a systems thinking framework to introduce a glocal (global scale, local impact) hot-type topic in an experimental chemistry course for first-year undergraduate Chemical Engineering students from a public Brazilian university located in Saõ Paulo state, Brazil. The enormous amount of waste generated locally by the citrus processing industry was used as a case study for a guided-inquiry laboratory experiment that addressed concepts found in interfaces with other systems, such as biorefineries, biocircular economies, and green technologies and professional education programs. On the basis of student feedback, the alternative procedure proved to be technically and pedagogically effective, showing that problem-based glocal issues can be useful tools for developing sustainability-minded future professionals. Additionally, a set of green and sustainable chemistry education (GSCE) principles composing a new metric called the Green and Sustainable Chemistry Education Compass Rose was proposed that could help educators develop and assess novel experiments to modernize and introduce the scientific concepts and tools needed to face the world's greatest challenges.
AB - One of the keys to achieving the United Nation's Sustainable Development Goals (SDGs) in education is to introduce novel pedagogical strategies into university curricula in order to promote an enhanced acute sense of sustainability in future professionals, teachers, and decision-makers. This paper aims at analyzing the effectiveness of including green and sustainable chemistry on the basis of a systems thinking framework to introduce a glocal (global scale, local impact) hot-type topic in an experimental chemistry course for first-year undergraduate Chemical Engineering students from a public Brazilian university located in Saõ Paulo state, Brazil. The enormous amount of waste generated locally by the citrus processing industry was used as a case study for a guided-inquiry laboratory experiment that addressed concepts found in interfaces with other systems, such as biorefineries, biocircular economies, and green technologies and professional education programs. On the basis of student feedback, the alternative procedure proved to be technically and pedagogically effective, showing that problem-based glocal issues can be useful tools for developing sustainability-minded future professionals. Additionally, a set of green and sustainable chemistry education (GSCE) principles composing a new metric called the Green and Sustainable Chemistry Education Compass Rose was proposed that could help educators develop and assess novel experiments to modernize and introduce the scientific concepts and tools needed to face the world's greatest challenges.
KW - Agricultural Chemistry
KW - First-Year Undergraduate/General
KW - Green Chemistry
KW - Industrial Chemistry
KW - Laboratory Equipment/Apparatus
KW - Laboratory Instruction
KW - Problem Solving/Decision Making
KW - Student-Centered Learning
KW - Systems Thinking
KW - Testing/Assessment
KW - Chemistry
UR - http://www.scopus.com/inward/record.url?scp=85070998868&partnerID=8YFLogxK
U2 - 10.1021/acs.jchemed.9b00286
DO - 10.1021/acs.jchemed.9b00286
M3 - Journal articles
AN - SCOPUS:85070998868
VL - 96
SP - 2975
EP - 2983
JO - Journal of Chemical Education
JF - Journal of Chemical Education
SN - 0021-9584
IS - 12
ER -