Design of an inquiry-based learning process applied to the integration of sustainability in degree final projects in chemistry

 

Idoia Ruiz de Larramendi^1,*, Uxue Uria², Eider Goikolea³, Sonia Perez-Yáñez⁴, Liher Prieto⁵, Beñat Artetxe⁶, María Luisa Carrillo⁷, Garikoitz Beobide⁸, José Luis Vicario⁹, Antonio Luque¹⁰, Oscar Castillo¹¹, Juan Manuel Gutiérrez-Zorrilla¹², Efraím Reyes¹³

¹Prof., Universidad del País Vasco (UPV/EHU), SPAIN, idoia.ruizdelarramendi@ehu.eus

²Prof., Universidad del País Vasco (UPV/EHU), SPAIN, uxue.uria@ehu.eus

³Prof., Universidad del País Vasco (UPV/EHU), SPAIN, eider.goikolea@ehu.eus

⁴Prof., Universidad del País Vasco (UPV/EHU), SPAIN, sonia.perez@ehu.eus

⁵Prof., Universidad del País Vasco (UPV/EHU), SPAIN, liher.prieto@ehu.eus

⁶Prof., Universidad del País Vasco (UPV/EHU), SPAIN, benat.ertetxe@ehu.eus

⁷Prof., Universidad del País Vasco (UPV/EHU), SPAIN, marisa.carrillo@ehu.eus

⁸Prof., Universidad del País Vasco (UPV/EHU), SPAIN, garikoitz.beobide@ehu.eus

⁹Prof., Universidad del País Vasco (UPV/EHU), SPAIN, joseluis.vicario@ehu.eus

¹⁰Prof., Universidad del País Vasco (UPV/EHU), SPAIN, antonio.luque@ehu.eus

¹¹Prof., Universidad del País Vasco (UPV/EHU), SPAIN, oscar.castillo@ehu.eus

¹²Prof., Universidad del País Vasco (UPV/EHU), SPAIN, juanma.zorrilla@ehu.eus

¹³Prof., Universidad del País Vasco (UPV/EHU), SPAIN, efraim.reyes@ehu.eus

*Corresponding Author

Abstract

One of the most complex tasks to be carried out by students in any degree is the Degree Final Project (DFP) where the skills acquired are put into practice. Specifically, the Bachelor´s Degree in Chemistry is the perfect framework to apply these capacities, abilities and learning results in real contexts, being able to address problems and needs of today's society. In this sense, sustainable chemistry looks for the reduction of environmental impact and aims the efficient use of natural resources to obtain chemical products to satisfy both basic human needs and those needs that enhance our life quality and comfort. Sustainable chemistry encompasses the design, manufacture and use of efficient, effective, safe and more environmentally benign chemicals, all in line with the well-known green chemistry principles. However, in many of the DFPs of the Bachelor´s Degree in Chemistry the students are unaware of the fundamental characteristics and environmental impact of the chemical reagents used in their experimental work. In many cases, the students are a mere observer during the process of analysis, planning and design of the chemical synthesis that they will follow in their research, which can make it difficult for them to recognize and assess the risks and impact of the use of chemical substances and laboratory procedures. In light of the above, the final goal of this project is to improve the teaching-learning process through the implementation of a DFP model focused on sustainable chemistry.

In order to get this goal, it is necessary that both students and the teaching group involved become aware of the possibility to meet the needs of the current way of life without compromising future generations. The proposed learning process wants to ensure that graduates reach society with a series of capacities and values that allow them to act in a sustainable and responsible way. In this sense, students will be capable of making a rational use of chemical products as well as understanding the dangers and risks associated with their use and management; all to ensure that humans and the environment remain safe. This ambitious goal implies a continuous learning process in which students develop a critical thinking skill and are aware of the consequences associated with their actions.

The project presented herein consists of the planning of an inquiry-based learning (IBL) process applied to the development of DFPs in chemistry. In this way, different actions have been designed framed in a work plan that will be discussed in these lines. Precisely, this work plan begins with the diagnosis of the learning potential of the students and their previous knowledge on sustainable chemistry. This questionnaire will mark the starting point of the project and will help to define more clearly the goals and milestones to be set. Throughout the different phases of the learning process, diverse actions and tools will be presented. These include bibliographic searches, the efficient design and planning of chemical processes, the analysis of risks associated with reagents, the development of protocols, etc. Students must analyze reagent handling conditions, effects on the environment, health risks and all relevant information for their use, with special emphasis on the analysis of the reduction of generated waste and its management. All along the process, we seek to train professionals who value the benefits derived from their activity by implementing sustainable chemistry principles in their future works, actively participating in the discussion and decision-making. By applying the IBL model, science is learned by doing science, making both teachers and students work collectively and collaboratively. This methodology allows students to have greater control over their learning process based on three dimensions: conceptual, procedural and personal. The IBL model searches for motivated and intellectually active students who are involved in their research and acquire a scientific culture. The benefits of the implementation of the IBL model are clear. Students are encouraged to take responsibility for their own learning, being able to become learners with broad autonomy and self-regulation. In addition, it is the conducive framework for the development of other skills such as critical thinking, complex problem solving, project management and communication. This work corresponds to an innovation project in education that has been granted by the University of the Basque Country (SAE/HELAZ – reference IKDi321-17).

Keywords: inquiry, sustainability, chemistry.