Exploring Climate Change through Experiential Learning Activities for Nonscience Majors
-
Ji Kim [1]
-
[1] City University of New York
City University of New York
Estados Unidos
-
- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 101, Nº 9, 2024, págs. 4037-4043
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
-
Resumen
This climate change-related experiential learning initiative targeted nonscience majors enrolled in an introductory chemistry course at a two-year college to enhance their understandingThis climate change-related experiential learning initiative targeted nonscience majors enrolled in an introductory chemistry course at a two-year college to enhance their understanding of climate change. The activity aimed to connect abstract chemistry concepts to real-world significance over several sessions involving activities like library research, social media interviews, collaboration with environmental advocates, and practical lab activities and simulations. Implemented in a class size of 16–20 students, the initiative was seamlessly integrated without compromising the course curriculum. Students′ reflections highlighted the impactful outcomes of the activity. They exhibited heightened awareness regarding environmental issues, specifically ethical concerns in factory farming and the adverse effects of CO2 emissions on ocean acidity. This led to a newfound sense of responsibility among students, driving them to advocate for change and engage in proactive measures. Ultimately, this climate change-related experiential learning approach effectively linked chemistry education with practical, relatable contexts. It empowered students to comprehend, reflect upon, and advocate for environmental stewardship, fostering a deeper connection to climate change issues in their communities and beyond.
