Incorporating a Web-Based Hydraulic Fracturing Module in General Chemistry as a Socio-Scientific Issue That Engages Students

Autor/inn/en	Zowada, Christian; Gulacar, Ozcan; Eilks, Ingo
Titel	Incorporating a Web-Based Hydraulic Fracturing Module in General Chemistry as a Socio-Scientific Issue That Engages Students
Quelle	In: Journal of Chemical Education, 95 (2018) 4, S.553-559 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zowada, Christian) ORCID (Gulacar, Ozcan) ORCID (Eilks, Ingo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.7b00613
Schlagwörter	Science Instruction; Chemistry; Secondary School Science; High Schools; College Science; Undergraduate Study; Case Studies; Student Attitudes; Educational Technology; Technology Uses in Education; Scientific Concepts; Foreign Countries; Social Problems; Ecology; California; Germany + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; High school; Oberschule; Grundstudium; Case study; Fallstudie; Case Study; Schülerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Social problem; Soziales Problem; Ökologie; Kalifornien; Deutschland
Abstract	This paper presents a case study that investigated students' perceptions on the integration of a socio-scientific issue into a general chemistry course at a public university located in northwestern California. The teaching intervention is based on a digital learning environment structured by the software Prezi that students used to explore the issue of extracting unconventional crude oil and natural gas resources through hydraulic fracturing. The learning environment offered information about the chemistry of hydraulic fracturing in combination with a multiperspective view on its geoscience aspects as well as the potential risks associated with a controversial societal reception. The results show a positive perception on the inclusion of hydraulic fracturing in general chemistry education when framed in a broad picture of its potential ecological and societal impacts. The results are parallel to the findings from German high school chemistry teachers that used the same learning environment and a related approach. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01