The Potential of Non-Formal Laboratory Environments for Innovating the Chemistry Curriculum and Promoting Secondary School Level Students Education for Sustainability

Developing skills and attitudes among students in terms of Education for Sustainable Development (ESD) requires that educators address issues of sustainability in both formal and non-formal education. However, up to now, ESD seems to have been insufficiently implemented in secondary science education in many countries in general, and in high school chemistry learning in particular. A lack of suitable experiments, coupled with missing teaching and learning materials and insufficient teacher professional development have been identified as the reasons for this gap. This paper describes a project of innovation and research in the field of ESD for secondary school chemistry education. Within the project, both half- and full-day learning environments have been developed for non-formal, laboratory-based learning of secondary level students at the university. The research-based development focuses on teaching-learning modules which link formal and non-formal learning. The pedagogy employed is both learner-centered and inquiry-based. All the modules focus on sustainability issues in chemistry-related contexts. Data was collected by questionnaires from teachers and students both prior to and after the visit of the non-formal learning environment. Likert-items were analyzed statistically and the evaluation of the open-ended questions was done by Qualitative Content Analysis. An overview of the project, a case from the non-formal laboratory setting, and findings from accompanying research and evaluation are discussed in this paper. Potential impacts on teacher professional development and curriculum innovation are also outlined

Interactive Learning with iPads and Augmented Reality : A Sustainability-Oriented Approach to Teaching Plastics Chemistry

As the use of handheld devices continues to proliferate in both private and educational sectors, critical questions emerge concerning the end-of-life management of materials and strategies to curtail waste generation. Augmented reality (AR) technology presents novel avenues for engaging students in science education. This paper presents a novel didactic methodology through a tablet-based, digitally enriched learning scenario that focuses on the properties, synthesis, substitution, and recycling of plastics, particularly in the context of iPads. The scenario utilizes AR technology to provide new perspectives on plastics’ chemistry, fostering interest and understanding. Additionally, the present study employs quantitative methods to investigate the impact on situational interest and understanding concerning learning with iPads and learning about plastics used in iPads on students. The analysis also includes an examination of attitudes toward learning experiences based on AR. A total of 65 secondary students participated in the study. The findings contribute to the ongoing debate on context-based learning and its impact on students’ interest and engagement in science education.publishe

Teaching with Augmented Reality Using Tablets, Both as a Tool and an Object of Learning

In this paper, we present a novel approach to utilizing tablets in chemistry education. In the context of education for sustainable development, we utilize tablets as objects of learning to address the lithium-ion battery. In addition, we used tablets as learning tools by making use of augmented reality technology. This way, we have created an innovative digital learning scenario that corresponds to a 3-h laboratory. Evaluation took place during the implementation of nonformal student laboratories. Results show positive effects in interest to working with tablets as a tool and an object of learning.publishe

Potential of the Red Alga Dixoniella grisea for the Production of Additives for Lubricants

There is an increasing interest in algae-based raw materials for medical, cosmetic or nutraceutical applications. Additionally, the high diversity of physicochemical properties of the different algal metabolites proposes these substances from microalgae as possible additives in the chemical industry. Among the wide range of natural products from red microalgae, research has mainly focused on extracellular polymers for additive use, while this study also considers the cellular components. The aim of the present study is to analytically characterize the extra- and intracellular molecular composition from the red microalga Dixoniella grisea and to evaluate its potential for being used in the tribological industry. D. grisea samples, fractionated into extracellular polymers (EPS), cells and medium, were examined for their molecular composition. This alga produces a highly viscous polymer, mainly composed of polysaccharides and proteins, being secreted into the culture medium. The EPS and biomass significantly differed in their molecular composition, indicating that they might be used for different bio-additive products. We also show that polysaccharides and proteins were the major chemical compounds in EPS, whereas the content of lipids depended on the separation protocol and the resulting product. Still, they did not represent a major group and were thus classified as a potential valuable side-product. Lyophilized algal fractions obtained from D. grisea were found to be not toxic when EPS were not included. Upon implementation of EPS as a commercial product, further assessment on the environmental toxicity to enchytraeids and other soil organisms is required. Our results provide a possible direction for developing a process to gain an environmentally friendly bio-additive for application in the tribological industry based on a biorefinery approach