Incorporating a Web-Based Hydraulic Fracturing Module in General Chemistry as a Socio-Scientific Issue That Engages Students,Journal of Chemical Education

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Incorporating a Web-Based Hydraulic Fracturing Module in General Chemistry as a Socio-Scientific Issue That Engages Students
Journal of Chemical Education ( IF 2.5 ) Pub Date : 2018-01-25 00:00:00 , DOI: 10.1021/acs.jchemed.7b00613
Christian Zowada ₁ , Ozcan Gulacar ₂ , Ingo Eilks ₁

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This paper presents a case study that investigated students’ perceptions on the integration of a socio-scientific issue into a general chemistry course at a public university located in northwestern California. The teaching intervention is based on a digital learning environment structured by the software Prezi that students used to explore the issue of extracting unconventional crude oil and natural gas resources through hydraulic fracturing. The learning environment offered information about the chemistry of hydraulic fracturing in combination with a multiperspective view on its geoscience aspects as well as the potential risks associated with a controversial societal reception. The results show a positive perception on the inclusion of hydraulic fracturing in general chemistry education when framed in a broad picture of its potential ecological and societal impacts. The results are parallel to the findings from German high school chemistry teachers that used the same learning environment and a related approach.

中文翻译：

将基于网络的水力压裂模块纳入一般化学中，作为引起学生参与的社会科学问题

本文提供了一个案例研究，调查了学生对将社会科学问题整合到位于加利福尼亚州西北部的一所公立大学的普通化学课程中的看法。教学干预基于Prezi软件构成的数字学习环境，学生用来探索通过水力压裂开采非常规原油和天然气资源的问题。学习环境提供了有关水力压裂化学的信息，并结合其地球科学方面的多角度观点以及有争议的社会接受意见所带来的潜在风险。当对水力压裂技术在生态和社会方面的潜在影响进行广泛描述时，结果表明他们对水力压裂技术被纳入普通化学教育抱有积极的看法。结果与德国高中化学老师的发现相似，后者使用相同的学习环境和相关方法。

更新日期：2018-01-25

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