Integrating green and sustainable chemistry into high school: contributions of instructional model-based teaching to enhance students' critical reflective thinking

Abstract

The integration of Green and Sustainable Chemistry Education (GSCE) into high school fosters students' critical reflection on socio-environmental issues. This study examines how multimodal teaching activities designed around pedagogical models contribute to the development of critically reflective students. A qualitative research design was employed. Instructional model-based activities within the GSCE were implemented with 26 high school students enrolled in a chemistry course at a rural school in Brazil. The students worked in small groups to participate in instructional, reflective, and experimental activities, including a case study (CS) focused on socio-scientific issues related to local water scarcity. Data were collected using multiple instruments, including a CS, classroom observations, and students' written responses. The results indicate that these activities support students' ability to critically analyze environmental problems, recognize their complexity, and reflect on the interrelationships among science, technology, and society. However, limitations were observed regarding students' self-awareness and the translation of critical reflection into behavioral intention, with responsibility often attributed primarily to governmental actors. These findings align with previous studies reporting challenges in achieving sustained engagement in sustainable practices. Overall, the study underscores the role of instructional models in structuring the integration of GSCE in secondary education and in fostering critical reflection, while highlighting the need for pedagogical strategies that further strengthen students' active participation in sustainability.