Teachers’ View on Replacing Traditional Chemistry Experiments with Green Chemistry (GC) Experiments

Abstract

Laboratory work is crucial for learning chemistry. What students experience and take away from a laboratory class is a first-hand experience for students. Abstract concepts are made concrete through a good laboratory pedagogical strategy. In this study, secondary school teachers’ views on current chemistry laboratory and how green chemistry experiments could possibly address the challenges and shortcomings of the traditional experiments were explored. Following a series of workshops on green chemistry experiments, 100 secondary schools teachers views were gathered on (1) relevance of green chemistry experiments; (2) feasibility of implementing the experiments; (3) nature of green chemistry; the (4) cognitive; (5) affective and (6) psychomotor domains embraced within the experiments using a five-point Likert-scale questionnaire. The teachers were of the opinion that the experiments were aligned with aims of the current syllabus, the experiments were feasible to be conducted, safe, encourages inquiry and relevant. The teachers also agreed that the experiments enhanced cognitive, affective and psychomotor domains of the learners. Additionally, an open-ended inquiry revealed green chemistry experiments are the alternative to the traditional experiments.