Guo Xuefei
ABSTRACT
Green chemistry is also known as environmentally friendly chemistry, environmentally friendly chemistry, and clean chemistry. The primary aim of this study is to assess the extent to which green chemistry concepts are integrated into the inorganic chemistry curriculum among participants. Concurrently, the study analyzes the learning outcomes of students. It compares differences in integration levels and learning outcomes among different teachers and students. Furthermore, the study investigates the correlation between integration levels and learning outcomes. It also summarizes and analyzes the challenges encountered during the study and proposes corresponding solutions. The study participants include all inorganic chemistry teachers from the Department of Chemistry at Hengshui University, as well as 100 students from each grade. Various statistical methods were employed, including frequency analysis, percentage calculation, mean comparison, t-tests, and Pearson correlation analysis. The survey results from this study indicate that both the student and teacher groups have achieved an extremely high degree of integration of the green chemistry concept into inorganic chemistry. This integration is also strongly correlated with the students’ learning outcomes, demonstrating a significant positive relationship between the degree of integration of green chemistry concepts and students’ learning levels during inorganic chemistry.
Keywords: Green chemistry concept, Inorganic Chemistry courses, level of learning, extent of integration, questions and challenges, relevance