Chemical Education

Chemistry knowledge is essential in addressing solutions to complex global challenges such as achieving the United Nations’ Sustainable Development Goals. However, current teaching methods in chemistry often lack connections to global issues; without explicit practice and assessment, students cannot be expected to make these connections. Systems thinking (ST) has been proposed as part of an approach that aims to examine complex phenomena from a holistic perspective to prepare future scientists for the work needed to address these emerging global issues. 

In 2015 the United Nations created a framework comprising 17 aspirational goals known as the Sustainable Development Goals (SDGs), with a view towards peace and prosperity by 2030. Green Chemistry (GC) has always been recognized as a pathway to sustainability. However, the best solutions cannot be found if we look at each of these separately, but rather it is important to apply a systems thinking approach and recognize the interconnected nature of the systems being studied.

The introduction of recent science discourses around real-world issues into the classroom is challenging for chemistry educators. Carbon sequestration is one potential topic in this respect. On the basis of a demonstration experiment, it is suggested here to use the silicate mineral olivine as a way to introduce the concept of CO2 sequestration. This real-world topic can be used to introduce standard chemistry topics taught in secondary school, such as pH and electrical conductivity.