A systematic review of green and sustainable chemistry training research with pedagogical content knowledge framework: current trends and future directions
Yazarlar (4)
Türkiye
Doç. Dr. Betül EKİZ KIRAN
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
Orta Doğu Teknik Üniversitesi, Türkiye
Van Yüzüncü Yıl Üniversitesi, Türkiye
| Makale Türü | Özgün Makale |
| Makale Alt Türü | SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale |
| Dergi Adı | Chemistry Education Research and Practice |
| Dergi ISSN | 1109-4028 Wos Dergi Scopus Dergi |
| Dergi Tarandığı Indeksler | SCI-Expanded |
| Dergi Grubu | Q1 |
| Makale Dili | İngilizce |
| Basım Tarihi | 01-2025 |
| Cilt No | 26 |
| Sayı | 1 |
| Sayfalar | 34 / 52 |
| DOI Numarası | 10.1039/d4rp00166d |
| Makale Linki | https://doi.org/10.1039/d4rp00166d |
| Özet |
| This study reviewed the Green and Sustainable Chemistry Education (GSCE) research that provided training at the tertiary level from 2000 to 2024. The Web of Science and ERIC databases were screened using title and abstract review. In total, 49 studies were analysed. The analysis instrument has two main parts, namely, general characteristics of the training, which was formed in light of the GSCE literature (i.e., chemistry sub-disciplines, type of implementation, and context), and analysis of the training through the lens of pedagogical content knowledge (PCK) construct that is the commonly-used framework for the analysis of training regarding orientation to teaching GSCE, learner, curriculum, assessment, and instructional strategies utilised. Results showed that organic chemistry (n=15) is the most emphasised branch of chemistry in the articles. Regarding the learner component, the studies were inadequate, and … |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| WoS | 6 |
| Google Scholar | 15 |