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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

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

Harvard

Zuin, VG, Segatto, ML, Zandonai, DP, Grosseli, GM, Stahl, A, Zanotti, K & Andrade, RS 2019, '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', Journal of Chemical Education, Jg. 96, Nr. 12, S. 2975-2983. https://doi.org/10.1021/acs.jchemed.9b00286

APA

Zuin, V. G., Segatto, M. L., Zandonai, D. P., Grosseli, G. M., Stahl, A., Zanotti, K., & Andrade, R. S. (2019). 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. Journal of Chemical Education, 96(12), 2975-2983. https://doi.org/10.1021/acs.jchemed.9b00286

Vancouver

Zuin VG, Segatto ML, Zandonai DP, Grosseli GM, Stahl A, Zanotti K et al. 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. Journal of Chemical Education. 2019 Dez 10;96(12):2975-2983. doi: 10.1021/acs.jchemed.9b00286

Bibtex

@article{601ed495df3b458e9e2fac47148511cd,
title = "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",
abstract = "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 Sa{\~o} 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.",
keywords = "Agricultural Chemistry, First-Year Undergraduate/General, Green Chemistry, Industrial Chemistry, Laboratory Equipment/Apparatus, Laboratory Instruction, Problem Solving/Decision Making, Student-Centered Learning, Systems Thinking, Testing/Assessment, Chemistry",
author = "Zuin, {V{\^a}nia G.} and Segatto, {Mateus L.} and Zandonai, {Dorai P.} and Grosseli, {Guilherme M.} and Aylon Stahl and Karine Zanotti and Andrade, {Rosivania S.}",
note = "Publisher Copyright: {\textcopyright} 2019 American Chemical Society and Division of Chemical Education, Inc.",
year = "2019",
month = dec,
day = "10",
doi = "10.1021/acs.jchemed.9b00286",
language = "English",
volume = "96",
pages = "2975--2983",
journal = "Journal of Chemical Education",
issn = "0021-9584",
publisher = "American Chemical Society",
number = "12",

}

RIS

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 -

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DOI

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