Chapter 12
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K-12 Outreach and Science Literacy through Green Chemistry 1
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Amy S. Cannon and John C. Warner 1
Beyond Benign Foundation, 66 Cummings Park, Woburn, M A 01801 President and Chief Technology Officer, Warner Babcock Institute for Green Chemistry, 66 Cummings Park, Woburn, M A 01801 2
Green Chemistry is a call to arms for the next generation of students to study the physical sciences. The philosophy of green chemistry puts a subject, which is generally considered abstract and difficult, into a familiar context relevant to the daily lives of students. The practice of green chemistry ensures a sustainable future with safer alternatives to chemicals products and processes. Within the United States there is a general decline in the percentage of students studying in the physical sciences. The message of green chemistry resonates with students and can inspire students to pursue the sciences. Green Chemistry materials and programs are needed at all educational levels in order to provide content for learning about the field. Beyond Benign, a non-profit dedicated to green chemistry education and outreach, is actively involved in K-12 outreach and curriculum development and training. This chapter describes three ways Beyond Benign is engaging teachers and students with green chemistry: through interactive classroom visits, curriculum development and teacher training. B y providing materials and training at the K-12 level, students and teachers alike can be engaged in the subject of chemistry and learn about the science within a sustainable framework.
© 2009 American Chemical Society In Green Chemistry Education; Anastas, Paul T., et al.; ACS Symposium Series; American Chemical Society: Washington, DC, 2009.
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The general public "I am a chemist." Speaking those words in certain circles can elicit all kinds of responses. There is a general misunderstanding and misconception about what it means to be a chemist. The portrayal of a chemist in the eyes of the public generally includes a person with wild hair, holding a bubbling flask and wearing a lab coat. Another image that comes to mind is that of explosions and fires. Why do people have this misconception? As chemists, we do not do an effective job of communicating to the general population. When we perform demonstrations to a group of school children to get them excited about science we do exactly what we would hope never happens in the "real world": explode things and set them on fire. Therefore, it is no wonder that when the general population thinks of chemists they believe that we do precisely what we do when we perform demonstrations. There are many other reasons for the negative portrayal of scientists and chemists. Part of this is due to a general lack of science literacy in the public and therefore many images of scientists are distorted. Therefore, when a young person sits down and dreams about what they will do in their future careers, one of the last things they are thinking of is chemistry, mostly because they have misconceptions about what it means to be a chemist or they simply have no idea what a chemist does. As chemists, we try to circumvent the negative image through advertising campaigns, which speak about the positive aspects of chemistry and how it affects our daily lives. For example, Dow recently launched the "Human Element" campaign; the American Chemistry Council has their "Essential2Living" campaign and DuPont has changed their slogan "Better living through chemistry" to "the miracles of science". These slogans and advertising campaigns help to improve the overall portrayal of science in the eyes of the general public. However, the negative image of chemistry must be addressed at the earliest levels, in K-12 education, in order to have the greatest impact on changing the portrayal within society.
Student enrollment in the sciences According to the National Science Foundation (NSF), in 2004 just over 14,000 bachelor's degrees were awarded in the physical sciences in the United States. This number represents 1% of all bachelor's degrees awarded in the U.S., down from 3% in the 1960's (/). At the bachelor's level over the past 40 years, the absolute number of students graduating with degrees in the physical sciences has also dropped (Figure 1). Taking a closer look at chemistry degrees, the NSF reports in its latest study (January 2007) a gradual decline in the number of chemistry undergraduate
In Green Chemistry Education; Anastas, Paul T., et al.; ACS Symposium Series; American Chemical Society: Washington, DC, 2009.
In Green Chemistry Education; Anastas, Paul T., et al.; ACS Symposium Series; American Chemical Society: Washington, DC, 2009.
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