High School Sustainable and Green Chemistry: Historical–Epistemological and Pedagogical Considerations

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 environmental education. A brief historical digression on the Science, Technology, and Society movement attempts to dissect 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 high school, it is not well-embedded in educational practices. This situation is slowly changing thanks to the implementations of systems thinking in teaching practice, showing interconnections between the molecular world and sustainability. Historical and epistemological studies provide an all-encompassing framework for the relationship between chemistry and the environment in a broad sense, giving a solid foundation for educational projects. Specific operational goals can help chemical educators in supporting real learning, as well as an examination of the fundamental axes of sustainable and green chemistry, according to the criteria of Scientific and Technological Literacy. Finally, the results of some research carried out in secondary school are presented. These results demonstrate the effectiveness of the interdisciplinary-systemic approach in teaching chemistry as well as in guiding future green careers and reducing the gender gap, preparing high school students in the best possible way to face the challenges of an increasingly interconnected and complex world.

Keywords

• green chemistry education
• sustainability
• scientific and technological literacy
• science
• technology and society
• interdisciplinary studies