Science subjects play a significant role in developing students' understanding of the importance of sustainable development, hence the recent need to incorporate green chemistry into upper secondary technical and vocational education.
The main purpose of the master's thesis is to analyze the presence of key words related to the field of green chemistry in the curricula of science subjects in upper secondary technical and vocational education, as well as in textbooks. Additionally, it involves analyzing the presence of concepts related to the field of green chemistry in selected statements from a purposive sample of teachers we interviewed.
In the master's thesis, we first analyzed the curricula and textbooks of science subjects for the school year 2022/23 in upper secondary technical and vocational education. We focused on key concepts identified as relevant in the analysis of 15% of the examined materials, which were then utilized throughout the entire analysis. In May and June 2022, we conducted interviews with a purposive sample of ten teachers who teach science subjects in upper secondary technical and vocational education.
In the analysis of key concepts in the curricula of science subjects in upper secondary technical and vocational education, it has been found that the term "green chemistry" is not mentioned. The mention of sustainable development is found in three curricula within the general objectives (upper secondary vocational education, upper secondary technical education, upper secondary vocational-technical education), while in the specific objectives it is only present in the curriculum for short upper secondary vocational education. Broader concepts of green chemistry are more frequently mentioned, for instance the concept of hazardous substances is listed in all curricula under specific objectives and knowledge standards. The concept the significance of recycling symbols on polymer materials is mentioned in all curricula under specific objectives. In the curriculum for short upper secondary vocational education, it is also listed under knowledge standards, whereas in others, it is mentioned among didactic recommendations.
The analysis of textbooks has revealed that the terms green chemistry or sustainable development are not yet included in the textbooks of science subjects in upper secondary technical and vocational education. Broader concepts within the field are mentioned, for instance the concepts hazardous substances and air pollutants are listed in all examined textbooks. However, terms such as sustainable development, environmental impacts, soil and water pollutants, and other key concepts are mentioned in only one of the analyzed textbooks.
The analysis of statements from interviewed teachers has shown that the majority of teachers confuse green chemistry with environmental chemistry. In class, they most frequently address green chemistry when discussing topics such as hazardous substances, environmental pollution, and environmental issues. Teachers have expressed a desire to acquire more knowledge to incorporate green chemistry into their future teaching more effectively.
The main contribution of the master's thesis is to provide the results of one of the first studies examining the integration of green chemistry in upper secondary technical and vocational education, offering insights into the current situation in this field. Based on the research results, it would be advisable for future studies to develop a questionnaire for teachers and include a larger sample of teachers from upper secondary technical and vocational education. Additionally, it would be sensible to plan interviews at the beginning of the school year or another suitable time when teachers are less burdened with schoolwork. Considering the identified needs of teachers, organizing education for green chemistry for teachers in upper secondary technical and vocational education is desirable. This would aim to a more thoughtful and increased integration of these contents into the future learning process.
|
