Students’ Lived Experiences of Temperature Inversions and Air Pollution: A Pathway for Green Chemistry Education Course Enrichment
DOI:
https://doi.org/10.55544/jrasb.5.4.4Keywords:
temperature inversion, educational reconstruction, lived experiences, conceptual balancesAbstract
The study assessed chemistry students’ lived experiences of aspects of temperature inversions and air pollution and its implications on green chemistry curriculum. A phenomenological design within the Model of Educational Reconstruction approach was adapted. The accessible population were third-year chemistry students in the University of Education, Winneba (UEW)-Ghana with a sample size of fifty-four (54) students. The study involved students in a class of 6 groups, comprising 8-10 students each over eight-week period. The findings amongst others, showed that students emphasized the interconnectedness between temperature inversions, air pollution and their fundamental lived experiences relating to proponents of green chemistry, making it comprehensible. This led to the idea that students lived experiences is embodied, physically experienced and environmentally evidenced in the communities they lived. Again, they exhibited significant implications for reconceptualizing issues in green chemistry education, offering valuable insights into unearthing conceptual balances related to this concept.
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