Celestino, T. High School Sustainable and Green Chemistry: Historical–Epistemological and Pedagogical Considerations. Sustain. Chem.2023, 4, 304-320.
Celestino, T. High School Sustainable and Green Chemistry: Historical–Epistemological and Pedagogical Considerations. Sustain. Chem. 2023, 4, 304-320.
Celestino, T. High School Sustainable and Green Chemistry: Historical–Epistemological and Pedagogical Considerations. Sustain. Chem.2023, 4, 304-320.
Celestino, T. High School Sustainable and Green Chemistry: Historical–Epistemological and Pedagogical Considerations. Sustain. Chem. 2023, 4, 304-320.
Abstract
In this paper, a distinction is first made between environmental, sustainable and green chemistry; the last two are then examined in relation to the more general problem of the environmental education. A brief historical digression on the STS (Science, Technology and Society) movement tries to dissect the reasons why chemistry is seen by the general public as a problem, not as a decisive resource for the realization of the ecological transition. Although sustainable and green chemistry can be decisive in overcoming the insularity of chemical disciplines in the high school, it fails to effectively embed itself in educational practices. Specific operational goals, supporting a real scientifical and technological literacy in sustainable and green chemistry, can help chemical educators. They are provided at the end of an examination of the founding axes of sustainable and green chemistry, according to the criteria of scientific and technological literacy.
Keywords
green chemistry education; sustainability; scientific and technological literacy; science, technology and society; interdisciplinary studies; environmental education; chemical education
Subject
Chemistry and Materials Science, Other
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
