The Role of Chemistry in Environmental Education: Learning and Constructing Knowledge Through Research in High School

Arthur Inocencio Borges; Mayker Lazaro Dantas Miranda

doi:10.23887/ijerr.v5i3.53339

Authors

Arthur Inocencio Borges Instituto Federal do Triângulo Mineiro, Campus Uberlândia Centro, Uberlândia-MG, Brazil
Mayker Lazaro Dantas Miranda Instituto Federal do Triângulo Mineiro, Campus Uberlândia Centro, Uberlândia-MG, Brazil

DOI:

https://doi.org/10.23887/ijerr.v5i3.53339

Keywords:

Sustainable development, Chemistry teaching, High School, environment

Abstract

Preservation, conservation, sustainable development, and quality of life should become part of everyday life for people worldwide. Chemistry teachers should discuss environmental issues with students directly and take the opportunity to promote emancipatory Environmental Education, enabling students to live in harmony with the environment. The first aim of this research is to investigate how Environmental Education in teaching chemistry can shape citizens who are critical of environmental issues. This type of qualitative research uses a participatory action research approach to describe reality and is more concerned with the process than the product. The methods used in collecting data are observation, documentation, and questionnaires. The instrument used in collecting data is a questionnaire. The technique used to analyze the information is descriptive qualitative analysis. The result of the research is that the students express their perceptions about the environment and how human actions disturb nature globally. Individual accountability is becoming an essential objective for promoting a new model of development, which many refer to as sustainable development. In short, it is also proved that the insertion of Environmental Education in Chemistry class is essential for education and the social environment. It is because environmental education provides training to students and the entire school community on the importance of knowing environmental preservation mechanisms.

References

Arrigo, V., Alexandre, M. C. L., & de Souza Assai, N. D. (2018). O ensino de química e a educação ambiental: uma proposta para trabalhar conteúdos de pilhas e baterias. Experiências Em Ensino de Ciências, 13(5), 306–325. https://fisica.ufmt.br/eenciojs/index.php/eenci/article/view/105.

Barke, H. D., Hazari, A., & Yitbarek, S. (2008). Misconceptions in chemistry: Addressing perceptions in chemical education. In Misconceptions in Chemistry: Addressing Perceptions in Chemical Education. Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-540-70989-3.

Bedin, F. C., Costa, F. R. S., Júnior, A. L., & Kiouranis, N. M. M. (2020). Methodological trends in chemistry teaching research in the journal Química Nova na Escola – 1995 a 2017. Revista Pesquisa Qualitativa, 8(17), 256–277. https://doi.org/10.33361/RPQ.2020.v.8.n.17.224.

Bilgin, I. (2009). The effects of guided inquiry instruction incorporating a cooperative learning approach on university students’ achievement of acid and bases concepts and attitude toward guided inquiry instruction. Scientific Research and Essays, 4(10). https://academicjournals.org/journal/SRE/article-full-text-pdf/3BF307D18498.

Cardoso, M. R. S., & Miguel, J. R. (2020). Methodologies Applied In Teaching Chemistry. Revista Multidisciplinar e de Psicologia, 14(50), 214–226. https://doi.org/10.14295/idonline.v14i50.2432.

Castro, E. A., Paiva, F. M., & Silva, A. M. (2019). Chemistry learning: challenges of basic education. Revista Nova Paideia – Revista Interdisciplinar Em Educação e Pesquisa, 1(1), 73–88. https://doi.org/10.36732/RIEP.V1I1.15.

Chen, S. Y., & Liu, S. Y. (2020). Using augmented reality to experiment with elements in a chemistry course. Computers in Human Behavior, 111(October 2019), 106418. https://doi.org/10.1016/j.chb.2020.106418.

Clark, J. S., Porath, S., Thiele, J., & Jobe, M. (2020). New Prairie Press Action Research.

Danczak, S. M., Thompson, C. D., & Overton, T. L. (2020). Development and validation of an instrument to measure undergraduate chemistry students’ critical thinking skills. Chemistry Education Research and Practice, 21(1), 62–78. https://doi.org/10.1039/C8RP00130H.

De Oliveira, R., Cacuro, T. A., Fernandez, S., & Irazusta, S. P. (2016). Significant Learning, Environmental Education and Chemistry Teaching: An Experience Held in a Public School. Revista Virtual de Química, 8(3), 913–925. https://doi.org/10.5935/1984-6835.20160066.

di Fuccia, D., Witteck, T., Markic, S., & Eilks, I. (2012). Trends in practical work in German Science Education. Eurasia Journal of Mathematics, Science and Technology Education, 8(1). https://doi.org/10.12973/eurasia.2012.817a.

Ewais, A., & Troyer, O. De. (2019). A Usability and Acceptance Evaluation of the Use of Augmented Reality for Learning Atoms and Molecules Reaction by Primary School Female Students in Palestine. Journal of Educational Computing Research, 57(7), 1643–1670. https://doi.org/10.1177/0735633119855609.

Giacomini, A., & Muenchen, C. (2015). Os três momentos pedagógicos como organizadores de um processo formativo: algumas reflexões. Revista Brasileira de Pesquisa Em Educação Em Ciências, 15(2), 339–355. https://periodicos.ufmg.br/index.php/rbpec/article/view/4317.

Hong, L. Y., & Talib, C. A. (2018). Scientific Argumentation in Chemistry Education: Implications and Suggestions. Asian Social Science, 14(11), 16. https://doi.org/10.5539/ass.v14n11p16.

Ismail, M. Z. (2011). The infusion of Environmental Education (EE) in chemistry teaching and students’ awareness and attitudes towards environment in Malaysia. Procedia-Social and Behavioral Sciences, 15, 3404–3409. https://doi.org/10.1016/j.sbspro.2011.04.309.

Junior, L. P. C., & Fernandez, C. (2016). Environmental education in chemistry teacher training: a diagnostic study and social representations. Química Nova, 39(6), 748–756. https://doi.org/10.5935/0100-4042.20160044.

King-Sears, M. E., Johnson, T. M., Berkeley, S., Weiss, M. P., Peters-Burton, E. E., Evmenova, A. S., Menditto, A., & Hursh, J. C. (2015). An exploratory study of universal design for teaching chemistry to students with and without disabilities. Learning Disability Quarterly, 38(2), 84–96. https://doi.org/10.1177/0731948714564575.

Manfra, M. M. (2019). Action research and systematic, intentional change in teaching practice. Review of Research in Education, 43(1), 163–196. https://doi.org/10.3102 /0091732X18821132.

Martínez Torregrosa, J., Domènech Blanco, J. L., Menargues, A., & Romo Guadarrama, G. (2012). The integration of labwork as a guided-inquiry-based chemistry education. Educacion Quimica, 23. https://doi.org/10.1016/S0187-893X(17)30143-X.

Miranda, J. L., Gomes, F., de Almeida, C. D., & Gerpe, R. (2018). The Anthropocene, the Environmental Education and Teaching Chemistry. Revista Virtual de Química, 10(6), 1990–2004. https://doi.org/10.21577/1984-6835.20180126.

Muntholib, Ibnu, S., Rahayu, S., Fajaroh, F., Kusairi, S., & Kuswandi, B. (2020). Chemical Literacy: Performance of First Year Chemistry Students on Chemical Kinetics. Indones. J. Chem, 20(2), 468–482. https://doi.org/10.22146/ijc.43651.

Mutakinati, L., Anwari, I., & Yoshisuke, K. (2018). Analysis of students’ critical thinking skill of middle school through stem education project-based learning. Jurnal Pendidikan IPA Indonesia, 7(1), 54–65. https://doi.org/10.15294/jpii.v7i1.10495.

Nugraha, V. D., Muntholib, M., Joharmawan, R., Parlan, P., Yahmin, Y., & Su’Aidy, M. (2020). The development of the acid-base chemistry test oriented to higher order thinking skills for 11th grade students. AIP Conference Proceedings, 2215(April). https://doi.org/10.1063/5.0000546.

Ramadhan, S., Sukma, E., & Indriyani, V. (2019). Environmental education and disaster mitigation through language learning. IOP Conference Series: Earth and Environmental Science, 314(1), 0–9. https://doi.org/10.1088/1755-1315/314/1/012054.

Santos, A. T., Tamiasso-Martinhon, P., Sousa, C., & Rocha, A. S. (2021). Environmental Education and Chemistry Instruction: Teaching Report on Pedagogical Activities to Address Curriculum Content. Revista Virtual de Química, 13(3), 595–607. https://doi.org/10.21577/1984-6835.20210032.

Santos, B. F. G. S., & Royer, M. R. (2020). The development of critical thinking on environmental education and the environment: project of high school students from Uniflor – PR. Revista Prática Docente, 5(1), 234–248. https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/download/578/268.

Santoso, T., Yuanita, L., & Erman, E. (2018). The role of student’s critical asking question in developing student’s critical thinking skills. Journal of Physics: Conference Series, 953(1), 0–6. https://doi.org/10.1088/1742-6596/953/1/012042.

Soeharto, Csapó, B., Sarimanah, E., Dewi, F. I., & Sabri, T. (2019). A review of students’ common misconceptions in science and their diagnostic assessment tools. Jurnal Pendidikan IPA Indonesia, 8(2), 247–266. https://doi.org/10.15294/jpii.v8i2.18649.

Susilawati, W. O., Widodo, H., & Sumarno, S. (2019). Strategy of Teachers in Suporting Environmentally Sustainable Development. Journal of Education and Learning (EduLearn), 13(2), 247–254. https://doi.org/https://doi.org/10.11591/edulearn.v13i2.12167.

Sutiani, A., Situmorang, M., & Silalahi, A. (2021). Implementation of an Inquiry Learning Model with Science Literacy to Improve Student Critical Thinking Skills. International Journal of Instruction, 14(2). https://doi.org/10.29333/iji.2021.1428a.

Teksoz, G., Sahin, E., & Ertepinar, H. (2010). A New Vision for Chemistry Education Students: Environmental Education. International Journal of Environmental and Science Education, 5(2), 131–149. https://eric.ed.gov/?id=EJ884415.

Wajdi, M., Jamaluddin, A. Bin, Nurdiyanti, N., & Magfirah, N. (2022). The effectiveness of problem-based learning with environmental-based comic in enhancing students environmental literacy. International Journal of Evaluation and Research in Education, 11(3), 1049–1057. https://doi.org/10.11591/ijere.v11i3.22140.

Wuillda, A. C. J. S., Oliveira, C. A., Vicente, J. S., Guerra, A. C. O., & Silva, J. F. M. (2017). Educação ambiental no Ensino de Química: Reciclagem de caixas Tetra Pak® na construção de uma tabela periódica interativa. Química Nova Na Escola, 39(3), 268–276. https://doi.org/10.21577/0104-8899.20160084.

Yerimadesi, Y., Bayharti, B., Azizah, A., Lufri, L., Andromeda, A., & Guspatni, G. (2019). Effectiveness of acid-base modules based on guided discovery learning for increasing critical thinking skills and learning outcomes of senior high school student. Journal of Physics: Conference Series, 1185(1), 0–6. https://doi.org/10.1088/1742-6596/1185/1/012151.