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首页> 美国卫生研究院文献>International Journal of Environmental Research and Public Health >What Lies Behind Teaching and Learning Green Chemistry to Promote Sustainability Education? A Literature Review
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What Lies Behind Teaching and Learning Green Chemistry to Promote Sustainability Education? A Literature Review

机译：教学和学习绿色化学背后的是促进可持续发展教育的原因是什么？文学评论

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In this qualitative study, we aim to identify suitable pedagogical approaches to teaching and learning green chemistry among college students and preservice teachers by examining the teaching methods that have been used to promote green chemistry education (GCE) and how these methods have supported green chemistry learning (GCL). We found 45 articles published in peer-reviewed scientific journals since 2000 that specifically described teaching methods for GCE. The content of the articles was analyzed based on the categories of the teaching methods used and the revised version of Bloom’s taxonomy. Among the selected articles, collaborative and interdisciplinary learning, and problem-based learning were utilized in 38 and 35 articles, respectively. These were the most frequently used teaching methods, alongside a general combination of multiple teaching methods and teacher presentations. Developing collaborative and interdisciplinary learning skills, techniques for increasing environmental awareness, problem-centered learning skills, and systems thinking skills featuring the teaching methods were seen to promote GCL in 44, 40, 34, and 29 articles, respectively. The results showed that the integration of green chemistry teaching (GCT), e.g., with sustainable education, promoted GCL by fostering environmental consciousness and behavioral change and cognitive processes in a sustainable direction.
机译：在这种定性研究中，我们的目标是通过检查用于促进绿色化学教育（GCE）的教学方法以及这些方法如何支持绿色化学学习，确定大学生教学和学习绿色化学的合适教学方法以及保护的教学方法（GCL）。我们发现45篇在同行评审的科学期刊上发表的文章，特别描述了GCE的教学方法。根据使用的教学方法的类别和盛开的分类版修订版分析了物品的内容。在所选择的文章中，分别在38和35篇文章中使用了基于协作和跨学科学习和基于问题的学习。这些是最常用的教学方法，以及多种教学方法和教师演示的一般组合。制定协作和跨学科学习技巧，用于提高环境意识，以问题为中心的学习技巧和系统思维技能，分别在44,40,34和29条中促进GCL。结果表明，绿色化学教学（GCT）的整合通过促进环境意识和行为变革和可持续方向的认知过程，促进了GCL。

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