This study focuses on the implementation of green chemistry experiments in the sophomore organic chemistry laboratory using guided-inquiry approaches. A mixed-methods study was developed to answer research questions:
1. What are student perceptions of learning green chemistry through guided-inquiry?
2. Do students find that green chemistry principles closely relate to real life? In what ways?
3. How do green chemistry guided-inquiry lab activities affect metacognitive skills?
Quantitative data were collected from two online surveys. The survey consisted of two parts, CASPiE (Center for Authentic Science Practice in Education) subscales and MCAI (Metacognitive Activities Inventory). For the purpose of this research, we used two subscales from the CASPiE: “Real Life and Science” (RLS) and “Authentic Scientific Lab Practices” (ASLP). Both surveys contained the same subscales with the later survey containing four additional statements about green chemistry activities. Qualitative data were generated from the participants’ narrative reflections. Participants for this qualitative method were selected purposefully and each wrote three times.
Data analysis and interpretations to answer each of the research questions were completed concurrently between quantitative and qualitative data. Research question 1 was answered mainly from qualitative data. We found that students learn within three domains: cognitive, affective, and psychomotor. We also found that students’ perceptions of green chemistry closely relate to contextual chemistry. Students also wrote critiques about green chemistry activities, the guided-inquiry materials, and the CHM 244 organic chemistry laboratory course. Interestingly, students compared CHM 244 to the previous lab course and the two green chemistry activities.
In answering research question 2 we found that two subscales, ASLP and RLS, different insignificantly different between the two online surveys. Qualitative data from students’ essays reveal a rich perspective that connected students’ experiences to real life.
Research question 3 was concurrently answered by quantitative and qualitative data analysis. MCAI% scores gave results within the range of metacognitive skillfulness. Although we found that MCAI% scores were not different significantly between the first and the second surveys, qualitative data analysis revealed themes that closely relate to planning, monitoring, and evaluating skills.