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GreenChemistryandToxicology:“Relevance”intheChemistry
ClassroomByGraceLasker,PhD,MS,CHES,CN
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DiscussionOverview
• Historyofscienceeducation.• Teachingtolearn:Whatmatters?• Whatissocialandenvironmentaljustice?• Conclusion
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ABriefHistoryofScience…
• Sciencewasbornfrompositivism.– holdsobservationandmeasurementasthehighestauthorityofvalidknowledge
– andasafoundationaltoolforscientificinvestigation.
• Thisempiricalapproachoftenleadstotheideathatscienceisalwaysbetterthanormorevalidthanotherdisciplines.
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OneDisciplinetoRuleThemAll
• Cobern(1994)wrote:– Evenwheninterdisciplinarysciencecurriculaareadopted,theyoftencontinuetoservetheinterestsofscience.
– Thesecurriculaacknowledgethatstudentshaveotherdisciplinaryinterestsbutdosoforthepurposeofmanipulatingthoseintereststomeetthetraditionalobjectivesofscienceeducation.
– Thus,theseotherdisciplinaryinterestsbecomepathstoscienceandthepathsareclearlysecondarytothedestination,whichisscience.
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OldSchoolChemistry
• Curriculumgenerallyincludestraditionallaboratoryexercisesthatweredevelopeddecadesago
• Contentisbasedoffofbooksthathaven’tchangedtheir“theme”indecades,either!
• Conventionalteachingtechniquesarestaticandfailtoprovideinteractiveenvironments
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HowDoWeFixThis?
• Weneedtore-envisionthecontextofchemistry,it’spurposeforexistence,it’sreasonforrequirement.
• Weneedtobringlifebacktochemistrythroughrelevancytolifeandliving.
• Wemustflipthemessage:Chemistrysupportsallotherthings,notthatallotherthingssupportChemistry!
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StudentsAsLearners• Studentsneedtoknowwhy theyneedtolearnsomething.
• Theyapproachlearningasproblem-solving.• Theylearnbestwhenthetopicisofimmediatevalue.
• Theyneedtolearnexperientially.
“WhatIhear,Iforget;whatIsee,Iremember;
whatIdo,Iknow.”
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WhatisActiveLearning?
• Themissionforhighereducationshouldbetobridgethegapbetweentheoryandpractice.
• Sullivan,W.M.,&Rosin,M.S.(2008).Anewagendaforhighereducation:Shapingalifeofthemindforpractice(Vol.14).JohnWiley&Sons.
• Whatisactivelearning?– Asdiverseasgroupproblem-solving,worksheetsortutorialscompletedduringclass,useofpersonalresponsesystemswithorwithoutpeerinstruction,andstudioorworkshopcoursedesigns.• Cooper,M.M.(2016).ItIsTimeToSayWhatWeMean.JournalofChemicalEducation,93(5),799-800.
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WhatShouldActiveLearningActuallyBe?
• Restructuringtheclassroomtoincreaseinterdisciplinarycontentandimproverelevanceforstudents.
• Integratingpracticalandhands-onexperiencesintocurriculumtosubstantiallyincreasecriticalthinkinginstudents.
• Askyourstudents“why”notjust“how.”
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“WhyDoWeNeedtoLearnChemistry?”
• Thedreadedstudentquestion.– Butouranswerisjustasdreadful:“It’sthebasisofeverything!”
• It’slikeaskingsomeonetoexplain“infinite.”– Toobig,toocumbersome,notrelevanttoeverydaylife.
• Youranswermustbemorerelevant!How?• CueSocialandEnvironmentalJustice…
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SocialJustice
• Socialjusticeisapointofviewthatcontendsthateveryonedeservesequalityineconomic,political,andsocialrights,aswellasequalaccesstoimportanthumanrights.
• Itisamovementthatemphasizesequalityoftreatmentofallkinds,amongthemissuesofenvironmentandhealth,safety,socioeconomicissues,justice,etc.
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EnvironmentalJustice
• EnvironmentalJusticeisthefairtreatmentandmeaningfulinvolvementof allpeoplewithrespecttothedevelopment,implementation,andenforcementofenvironmentallaws,regulations,andpolicies.
• Itencompassesareasnotjustrelatedtotheenvironmentandecologybutalsotocivilrights,indigenousrights,labor,food,climate,culture,civility,immigration,andeconomicstonamejustafew.
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GreenChemistryandJustice
• Greenchemistryisthephilosophythatchemicalsshouldbedesignedtolimitharmbefore theyareproduced.
• Imaginethejusticepotentialwithaworldthathaslessharmfulchemicals:lessdisproportionateexposuretochildren,minorities,economicallydisadvantagedpopulations;lessclassdivisionforhealthadvantages;andmorerelevancyforstudentslearningchemistry.
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TeachingExample#1
• LessonPlan:HeavyMetalsorIons– ShowthevideoLeadAstray(2015)abouthowleadincreasescrimeratesininnercityyouthsandhowinastudyofCincinnatichildren,thosewithabloodleadleveluptotenmicrograms/dLlostonaverageofsevenIQpoints.• Discussformsoflead,whereleadisfound,andhowleadinterfereswithcalciumionsinneurons.
• Thendiscusshowthisaffectspeopleunequally:arepeopleindepressedurbancentersviolentbychoiceorisittheleadintheirsub-standardhousing?
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TeachingExample#2
• LessonPlan:Oxidation/Reduction– InvestigateLeadandFlint,MI.– WhynotimplementcorrosioncontroltreatmenttokeepthePb(IV)frombeingreducedtomoresolublePb(II)?
– EthicalandJusticeDebate:Citycouldn’taffordupgradetodocorrosioncontrol.Whynot?Statedidn’t“care”aboutFlintresidentsfor2yearssuffering?ButMIgovernor’srepstatedthey“weren’trequired”sodidn’tdoit.Whichone?Attheexpenseofwhom?
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TeachingExample#3
• LessonPlan:Polarity– Framethediscussionaboutpolarityintermsofchemicalmovementintothebodythroughcellmembranes.• Cellmembranesaremadeofphospholipids,whichmakesthemlargelysolubletolipids.
• Manypesticidesarelipophilic(becausethechemicalhastogetinsidethebugorplant’scellstowork!Soitgetsintoours,too).
• Havestudentslookatvariousmolecularstructuresandpredictwhethertheywouldgetintoourbodies,thenhavethemfindoutiftheyaretoxicornot!(SDSAnalysis).
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Conclusion
• ConversationsofsocialissuesareHARDbutREQUIREDtodevelopsocially-consciousindividuals.
• Creatingscientificrelevancyforstudentsempowersthemtobechangeagents!
• Freeradicalshaverevolutionizedchemistry–beafreeradical!