Admission Requirements
Holder of a bachelor’s degree in science

Learning Outcomes

Following the successful completion of the course the following main learning outcomes are expected:

Knowledge

• Be familiar with the twelve principles of green chemistry
• Describe the relationships between green chemistry education and education for sustainable development
• Outline the role of Green Chemistry in the protection of the environment
• Be familiar with the main research projects related with applications of Green Chemistry in chemistry education
• Recognize the interdisciplinary, collaborative, experiential, and potentially transformative character of Green Chemistry education

Skills

• Apply Green Chemistry principles, concepts, and practices in science education
• Analyze the interconnections between Green Chemistry principles
• Design teaching learning sequences to promote students’ system thinking
• Apply inquiry-based teaching model in science classroom in the context of Green Chemistry
• Design activities related to Green Chemistry for an outreach program

Competences

• Combine knowledge from different disciplines in order to understand the diverse aspects of a complex socioscientific issue
• Decision-making via collecting, analyzing and assessing evidence from diverse sources or/and disciplines
• Be aware of important issues related with all three pillars of sustainability ie environment, society and economy.
• Approach a complex problem/issue/situation via a greener chemical perspective

Programme

The course contents are summarized as follows:

• The main aspects of educational research that promote Green Chemistry education
• The interdisciplinary, collaborative, experiential, and potentially transformative character of Green Chemistry education
• Important topics of Green Chemistry education such as (a) energy, (a) electrochemistry and (c) bioplastics
• The integration of indigenous knowledge and Western science into Green Chemistry education
• Modern experiential activities used for the implementation of green chemistry in secondary education
• Inquiry-based Chemical Labs with simple, safe and environmentally-friendly experiments and activities
• The connections between systems thinking and Green Chemistry education

References

• Cannon, A. S., Keirstead, A. E., Hudson, R., Levy, I. J., MacKellar, J., Enright, M., ... & Howson, E. M. (2020). Safe and sustainable chemistry activities: fostering a culture of safety in K–12 and community outreach programs. Journal of Chemical Education, 98(1), 71-77.
• Gawlik-Kobylin?ska, M., Walkowiak, W., & Maciejewski, P. (2020). Improvement of a sustainable world through the application of innovative didactic tools in green chemistry teaching: a review. Journal of Chemical Education, 97(4), 916-924.
• Koulougliotis, D., Antonoglou, L., & Salta, K. (2021). Probing Greek secondary school students’ awareness of green chemistry principles infused in context-based projects related to socio-scientific issues. International Journal of Science Education, 43(2), 298-313.
• Paschalidou, K., Salta, K., & Koulougliotis, D. (2022). Exploring the connections between systems thinking and green chemistry in the context of chemistry education: A scoping review. Sustainable Chemistry and Pharmacy, 29, 100788.
• Zuin, Vânia G., et al. "Education in green chemistry and in sustainable chemistry: perspectives towards sustainability." Green Chemistry 23.4 (2021): 1594-1608.

Teaching Methodology

• Lectures;
• Seminars and Tutorials;
• Independent Study;
• Laboratory and Practical Study;
• Problem–based Learning;
• Inquiry–based learning

ECTS Credits
7.5 ECTS Credits

Period
II semester (STEM)

Examination methodology
Papers’ writing and oral defence

Relevance
Systems thinking in Green Chemistry education can contribute to citizens’ awareness regarding important issues related with all three pillars of sustainability ie environment, society and economy. The design of educational activities based on the Green Chemistry philosophy promotes students’ systems thinking skills.

Status
New Course