Supporting Teachers in Making Decisions About Complex Problems: Redesigning Labs Through a Green Chemistry Lens

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  In Poster Session: Educating for Climate Literacy and Justice: Preparing Teachers, Students, Communities, and Institutions for Sustainable Futures

Abstract

This paper follows three teachers through the lab redesign process during a conference workshop. Through evaluating material costs, safety and logistical considerations, alignment to green chemistry principles, and pedagogical value, teachers were supported in assessing strengths and challenges with their labs and then in making revisions. Discussions of tradeoffs associated with decision-making are highlighted, as well as teachers’ engagement with dealing with complex problems. While all three teachers came with different approaches and professional goals, green chemistry supported productive lab redesigns for each and all teachers indicated integrating new ideas into their existing practice. We demonstrate examples of instructional techniques that support teachers in integrating green chemistry into their practice while taking into account the varying challenges that teachers face.

Authors

• Alexandra Collard, University of California - Berkeley

• Anne Baranger, University of California - Berkeley

• Marcia Linn, University of California - Berkeley