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The Impact of an Intervention on Plastics and Bioplastics on Pre-Service Science Teachers’ Green Chemistry and Sustainability Awareness and Their Attitudes Toward Environmental Education

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Udgivet i:Education Sciences vol. 15, no. 3 (2025), p. 322
Hovedforfatter: Basheer, Ahmad
Andre forfattere: Ozcan Gulacar, Sindiani, Ayshi, Eilks, Ingo
Udgivet:
MDPI AG
Fag:
Israel
Malaysia
Germany
Teaching
Students
Environmental education
Educational evaluation
Teacher education
Laboratories
Core curriculum
Preservice teachers
Organic chemistry
Bioplastics
Sustainable development
Science education
Knowledge
Science teachers
Green chemistry
Attitudes
Secondary schools
Secondary School Science
Curriculum Development
Junior High School Teachers
Educational Change
Chemistry
Laboratory Experiments
Knowledge Level
Course Evaluation
Sustainability
Student Participation
Science Instruction
Change Agents
Science Experiments
Science Laboratories
Universities
Preservice Teacher Education
Role of Education
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Resumen:This research aimed to evaluate the awareness of pre-service science teachers regarding green chemistry, sustainability, and their perspectives on environmental education. A total of 198 pre-service science teachers from primary and secondary school programs at a teacher education college in Israel participated by completing a 34-item questionnaire. Among these, 29 prospective chemistry and biology teachers engaged in an intervention that explored the chemistry and applications of plastics and bioplastics. Following the intervention, participants completed a post-intervention survey to assess the program’s impact. The pre- and post-survey comparison showed a significant increase in sustainability awareness (1.92 to 4.36) and green chemistry awareness (2.17 to 4.20) among pre-service teachers. Paired-sample t-tests confirmed significant improvements in green chemistry awareness, sustainability awareness, and attitudes toward environmental education. While attitude toward environmental education had the highest pre-survey score, it showed the least variation in post-intervention. All questionnaire subcategories reflected positive increases, demonstrating enhanced awareness and attitudes after the intervention. This innovative approach to integrating sustainability into science education underscores the importance of preparing future educators to address environmental challenges in their teaching.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15030322
Fuente:Education Database