Implementing an Environmental Contaminants Deliberation Module in General Chemistry.

Area of Science:

• Environmental Chemistry
• Chemical Education

Background:

• General chemistry curricula often lack real-world context.
• Connecting fundamental chemistry to societal issues can enhance student engagement and learning.
• Environmental contaminants present complex challenges requiring interdisciplinary understanding.

Purpose of the Study:

• To assess the impact of an in-class deliberation on environmental contaminants in a general chemistry course.
• To evaluate changes in student attitudes toward chemistry and motivation for action.
• To explore the effectiveness of integrating societal issues into chemistry education.

Main Methods:

• An in-class deliberation activity focused on water and soil quality related to environmental contaminants.
• Student surveys were administered before and after the deliberation to assess attitudes and learning.
• Analysis of survey data to evaluate the quality of the deliberation and its impact on students.

Main Results:

• Students reported a high-quality deliberation experience, encountering new ideas and considering diverse perspectives.
• Statistically significant gains were observed in students' scientific knowledge regarding lead contamination.
• Students demonstrated improved attitudes toward chemistry and increased motivation to take action.

Conclusions:

• In-class deliberations on societal issues like environmental contaminants are effective complements to traditional chemistry teaching.
• This approach enhances systems thinking and highlights the societal impact of chemistry.
• The module successfully improved both scientific knowledge and student engagement with chemistry's real-world applications.