Embedding Environmental Sustainability in the Undergraduate Chemistry Curriculum: A Case Study

Autor/in	Schultz, Madeleine
Titel	Embedding Environmental Sustainability in the Undergraduate Chemistry Curriculum: A Case Study
Quelle	In: Journal of Learning Design, 6 (2013) 1, S.20-33 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1832-8342
Schlagwörter	Foreign Countries; Environmental Education; Chemistry; Teacher Attitudes; Science Instruction; Sustainability; Climate; Course Content; Higher Education; College Faculty; Conservation (Environment); Teaching Methods; Interviews; Case Studies; Australia + Suchen Sie Ihr Suchwort? Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Chemie; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Nachhaltigkeit; Klima; Kursprogramm; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Conservation; Environment; Konservierung; Bewahung; Umwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Australien
Abstract	In spite of increasing attention devoted to the importance of embedding sustainability in university curricula, few Australian universities include specific green chemistry units, and there is no mention of green or sustainable chemistry concepts in the majority of units. In this paper, an argument is posited that all universities should embed sustainable chemistry within all Chemistry courses because it is the morally correct stance to minimise the harm of climate change. Attitudes of chemistry lecturers towards integrating sustainability into their teaching have been probed and it was found, using an established model, that personal environmental perspectives are critical to their attitude. Importantly, academic staff whose research has an environmental component were more likely to incorporate sustainability into their teaching while others struggled to find ways to do so even when they believed it to be important. This paper will recommend that resources are required to assist academic staff without a green chemistry research program to incorporate sustainability into their teaching and several suggestions are provided. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Queensland University of Technology. GPO Box 2434, Brisbane, Queensland 4001, Australia. Tel: +61-7-313-80585; Fax: +61-7-313-83474; e-mail: jld@qut.edu.au; Web site: http://www.jld.qut.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10