Bethanie Carney Almroth|Noomi Asker|Giedr? Ašmonait?|Lina Birgersson|Frida Book|Tobias Lammel|Joachim Sturve
TEACHING PRACTICES IN SCIENCE EDUCATION RELATED TO CHEMICAL USAGE, THEIR HAZARDS AND RISKS
University of Gothenburg|University of Gothenburg|University of Gothenburg|University of Gothenburg|University of Gothenburg|University of Gothenburg|University of Gothenburg
chemical usage increasing global scale posing potential threat local global ecosystems increasing production volumes complexity diverse functionalities anthropogenic chemicals identified novel entities threaten planetary boundaries changing biogeochemical biophysical pathways stability earth systems macleod et al 2014 science plays central role describing ecological impacts supporting informed decision making risk mitigation however environmental risks change scope complexity relationships civil society governments evolve incorporation evidence decision making policy routinely challenged even environmental threats biosphere become evident politicians decision makers special interest groups engage antiscience even rejection fact apitz et al 2017 acting common good denying sowing doubt impeding risk mitigation increasingly important role individuals intimate knowledge research therefore recognized experts knowledge brokers promote use science development policy facilitating knowledge exchange removing barriers cvitanovic et al 2016 future graduates science technology engineering mathematics stem programs pursue career paths require indepth science knowledge also skills communicating usefulness knowledge responsible innovation associated risks students educated ecotoxicology environmental science understand fate impacts chemicals environment also knowledge generated limitations usefulness light challenges highlight need specific tools teaching goals environmental sciences present design ecotoxicology course others might apply ideas recently published article focused ecotoxicity chemical leachates commercial textiles using vitro vivo ecotoxicity tests carney et al 2021 experiments conducted within context graduate ie masters level course aquatic ecotoxicology university gothenburg gteborg sweden effort apply principles scientific method educate future ecotoxicologists gain practical understanding experimental research critical evaluation ultimately communication results used combination lectures seminars flipped classroom techniques studentcentered approach materials eg texts articles videos provided prior classroom sessions teachers guide students active learning sessions teach behavior chemicals aquatic systems biotransformation physiological impacts chemicals biota specific mechanisms toxicity biomarker approaches environmental biomonitoring held workshop students identified current topics interest based course content knowledge potentially hazardous chemicals stressing importance identifying relevant research questions clear path toward end use data students focused thousands chemical substances used production finishing textile industry rapidly expanding students guided conducting robust literature searches order narrow research questions develop testable hypotheses could applied using model systems tools available research laboratories students conducted exposure experiments using leachates common consumer textiles several different test systems eg vitro cytotoxicity fish cell lines embryo toxicity swimming behavior using zebrafish larvae vivo exposures using salmonid species guidance phd students collected samples conducted assays compiled data analyzed data statistically done smaller groups 3 4 students conducted testing using model system subsequently held second workshop aimed compiling data preparing manuscript students instructed scientific writing drafted introduction materials methods results discussion senior researchers took responsibility finalizing work publication incorporation experimentation communication science education course new idea inclusion students scientific research cornerstone academic programs universities around world inclusion students peerreviewed publications applied previously teaching environmental sciences biology example 8 10yearold authors blackawton bees study blackawton et al 2011 firstyear student authors study environmental social drivers zika virus ali et al 2017 study students opportunity conduct real science engage thoroughly scientific process understanding importance scientific literacy todays society aimed support students gaining experience developing deep understanding multiple aspects scientific research communication achieved goal use explicit reflective laboratory design khishfe 2013 laboratory exercises designed demonstrate specific concept relevant current curriculum course students also opportunity gain knowledge experience important transferrable skills scientific research khishfe 2013 including laboratory safety bibliometry literature searches experimental design including quality control data collection statistical analyses interpretation results within context written andor oral presentation findings scientific communication via publications presentations use practical exercises scientific teaching central achieving intended goals university curricula including motivation educational skills conceptacquisition skills development methods scientific perception communication hope coursework provides students ability critically evaluate scientific data communicate risks need risk mitigation apply evidencebased decision making future careers management limited resources health environment strongly tied education future decision makers based education students able apply knowledge employees governmental agencies municipalities industries consulting firms et cetera contributing sound environmental health safety management chemicals increasingly incorporated consumer goods resulting increased potential exposure humans environment calls stronger education concerning chemicals environment answered address chemical risks minimize impacts address sustainable development goals arming students proper tools deep knowledge hope inspire future stem teachers experts call expanded role teaching institutions develop education programs account complex environmental issues hand instructors consider incorporating ideas coursework preparing future practitioners face societal challenges teachers students train preparation presentation communication results within academia well among broader set lay stakeholders