scholarly journals Life-Cycle Thinking in Inquiry-Based Sustainability Education – Effects on Students’ Attitudes towards Chemistry and Environmental Literacy

2013 ◽  
Vol 3 (2) ◽  
pp. 157-180
Author(s):  
Marianne Juntunen ◽  
Maija Aksela
Keyword(s):  
Life Cycle ◽  
Chemistry Education ◽  
Research Question ◽  
Sustainability Education ◽  
Environmental Literacy ◽  
Life Cycle Thinking ◽  
Sustainable Chemistry ◽  
Learning Approaches ◽  
Students Attitudes ◽  
Attitudes Towards Chemistry

The aim of the present study is to improve the quality of students’ environmental literacy and sustainability education in chemistry teaching by combining the socio-scientific issue of life-cycle thinking with inquiry- based learning approaches. This case study presents results from an inquiry-based life-cycle thinking project: an interdisciplinary teaching model designed by chemistry teachers. The strength of the project is that upper-secondary students (N=105) are allowed to investigate the life cycle of an optional product based on their own interest. Studentcentred teaching methods are suggested to promote the students’ interest in studying. The research question was: How does an inquiry-based life-cycle thinking project in chemistry education affect students’ chemistry attitudes and environmental literacy? The research methods used included surveys and semi-structured interviews. The study shows thatthe project positively affected students’ attitudes towards chemistry learning: they valued the independent and collaborative learning setting. The changes in the students’ environmental literacy were evident in their new realisations: they emphasised the importance of environmental protection and recycling, but perceived that changing their own behaviour is still difficult. The inquiry-based teaching of life-cycle thinking can be seen as an effective approach to more motivating and sustainable chemistry education. Further research should address the kinds of knowledge outcomes that this type of inquiry-based life-cycle teaching creates in students. Furthermore, other useful approaches to teaching sustainable development in chemistry lessons should be shared. 

scholarly journals Visualizing molecular structures and shapes: a comparison of virtual reality, computer simulation, and traditional modeling

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Corina E. Brown ◽  
Ben Whaley ◽  
Richard M. Hyslop
Keyword(s):  
Virtual Reality ◽  
Chemistry Education ◽  
Research Question ◽  
Molecular Geometry ◽  
Molecular Structures ◽  
Future Research ◽  
Chemistry Students ◽  
Positive Attitudes ◽  
The Difference ◽  
Students Attitudes

AbstractThe purpose of this study was to compare the effectiveness of three methods used to assist in teaching molecular geometry to college chemistry students. A pre- and post-test quasi-experiment was used to collect data about students’ performance in a given chemistry exercise. One research question was intended to evaluate and compare the effectiveness of the three methods in assisting students to understand the topic and carry out the exercise correctly, and a second research question addressed students’ attitudes towards the use of Virtual Reality (VR) in chemistry education. Results show a positive attitude towards the use of VR as an assisting tool to aid in understanding chemistry concepts. While the difference among the three methods was not significant, the results show that the VR brought more enthusiasm and positive attitudes toward the topic of molecular geometry among the students. Educational implications and recommendations for future research are presented as well.

Use of the Dow Sustainable Chemistry Index To Grow Life Cycle Thinking and Business Engagement

2017 ◽  
Vol 6 (2) ◽  
pp. 2250-2255 ◽  
Author(s):  
Richard K. Helling ◽  
Shawn E. Hunter ◽  
Erica Ocampo ◽  
Han Zhang
Keyword(s):  
Life Cycle ◽  
Life Cycle Thinking ◽  
Sustainable Chemistry

scholarly journals The evolution of life cycle assessment in European policies over three decades

2021 ◽  
Author(s):  
Serenella Sala ◽  
Andrea Martino Amadei ◽  
Antoine Beylot ◽  
Fulvio Ardente
Keyword(s):  
Life Cycle Assessment ◽  
Life Cycle ◽  
Decision Support ◽  
General Concept ◽  
Life Cycle Thinking ◽  
Environmental Footprint ◽  
Science And Policy ◽  
Policy Domain ◽  
Trade Offs ◽  
The Eu

Abstract Purpose Life cycle thinking (LCT) and life cycle assessment (LCA) are increasingly considered pivotal concept and method for supporting sustainable transitions. LCA plays a relevant role in decision support, for the ambition of a holistic coverage of environmental dimensions and for the identification of hotspots, possible trade-offs, and burden shifting among life cycle stages or impact categories. These features are also relevant when the decision support is needed in policy domain. With a focus on EU policies, the present study explores the evolution and implementation of life cycle concepts and approaches over three decades. Methods Adopting an historical perspective, a review of current European Union (EU) legal acts and communications explicitly mentioning LCT, LCA, life cycle costing (LCC), and environmental footprint (the European Product and Organisation Environmental Footprint PEF/OEF) is performed, considering the timeframe from 1990 to 2020. The documents are categorised by year and according to their types (e.g. regulations, directives, communications) and based on the covered sectors (e.g. waste, energy, buildings). Documents for which life cycle concepts and approaches had a crucial role are identified, and a shortlist of these legal acts and communications is derived. Results and discussion Over the years, LCT and life cycle approaches have been increasingly mentioned in policy. From the Ecolabel Regulation of 1992, to the Green Deal in 2019, life cycle considerations are of particular interest in the EU. The present work analysed a total of 159 policies and 167 communications. While in some sectors (e.g. products, vehicles, and waste) life cycle concepts and approaches have been adopted with higher levels of prescriptiveness, implementation in other sectors (e.g. food and agriculture) is only at a preliminary stage. Moreover, life cycle (especially LCT) is frequently addressed and cited only as a general concept and in a rather generic manner. Additionally, more stringent and rigorous methods (LCA, PEF/OEF) are commonly cited only in view of future policy developments, even if a more mature interest in lifecycle is evident in recent policies. Conclusion The EU has been a frontrunner in the implementation of LCT/LCA in policies. However, despite a growing trend in this implementation, the development of new stringent and mandatory requirements related to life cycle is still relatively limited. In fact, there are still issues to be solved in the interface between science and policy making (such as verification and market surveillance) to ensure a wider implementation of LCT and LCA.

scholarly journals Life cycle thinking case study for catalytic wet air oxidation of lignin in bamboo biomass for vanillin production

2021 ◽  
Vol 23 (4) ◽  
pp. 1847-1860
Author(s):  
Christopher S. McCallum ◽  
Wanling Wang ◽  
W. John Doran ◽  
W. Graham Forsythe ◽  
Mark D. Garrett ◽  
...  
Keyword(s):  
Life Cycle ◽  
Crude Oil ◽  
Kraft Lignin ◽  
Life Cycle Thinking ◽  
Catalytic Wet Air Oxidation ◽  
Air Oxidation ◽  
Wet Air Oxidation

A life cycle thinking analysis (LCT) conducted on the production of vanillin via bamboo wet air oxidation compared to vanillin production from crude oil or kraft lignin.

Correlation between sustainability education and engineering students’ attitudes towards sustainability

2018 ◽  
Vol 19 (3) ◽  
pp. 459-472 ◽  
Author(s):  
Kuok Ho Daniel Tang
Keyword(s):  
Sustainable Development ◽  
Design Methodology ◽  
Engineering Students ◽  
Sustainability Education ◽  
Content Type ◽  
Fundamental Knowledge ◽  
Students Attitudes ◽  
Development Course ◽  
Beliefs And Attitudes ◽  
Insight Into

Purpose The purpose of this study is to investigate the impacts of a sustainable development course on the beliefs, attitudes and intentions of a cohort of engineering students in a university in Miri, Malaysia, towards sustainability. Design/methodology/approach Questionnaire survey was conducted among the cohort of students encompassing the three facets mentioned. Findings The respondents expressed low to medium agreement towards all the survey items related to beliefs, attitudes and intentions. A sense of moral obligation towards sustainability is linked to higher sustainability awareness, willingness to safeguard sustainability and a sense of responsibility towards sustainable development. The respondents were generally perceived to have fundamental knowledge of sustainable development. Research limitations/implications This study shows that a sustainable development course called Engineering Sustainable Development offered in a university in Miri, produced positive impacts on the beliefs, attitudes and intentions of the engineering students towards sustainable development. Sustainable development courses are generally instrumental to impart the value and practices of sustainability among university students. Originality/value As limited correlational studies on whether sustainable development courses effectively shape the beliefs and attitudes of students have been previously conducted, this study provides insight into the effectiveness of one of such courses and how the course can be further improved to enhance its effectiveness.

Toward a Green and Sustainable Chemistry Education Road Map

2020 ◽  
Vol 97 (8) ◽  
pp. 2104-2113 ◽  
Author(s):  
Jennifer J. MacKellar ◽  
David J. C. Constable ◽  
Mary M. Kirchhoff ◽  
James E. Hutchison ◽  
Eric Beckman
Keyword(s):  
Chemistry Education ◽  
Sustainable Chemistry ◽  
Road Map
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