Didactic Features Specific to Green Chemistry Teaching in the Journal of Chemical Education

The present paper analyzes and discusses specific methodological aspects instrumental in promoting the teaching of Green Chemistry (GC); it examines proposals and teaching experience reports from 284 papers published in the Journal of Chemical Education (JChemEd), until 2019. Using Discursive Textual Analysis and drawing upon previous studies, 143 papers were selected for containing nontraditional teaching activities for the incorporation of GC into chemistry teaching, which were grouped into seven (emerging) categories, focusing on: learning subjects, curriculum, integrative contents, context, other education environments, use of instructional materials, and comparison between GC and Traditional Chemistry. Most proposals focus on the learning subject, followed by curriculum discussions and integrative contents. Several papers brought aspects related to the systemic vision for the interconnection of GC with sustainability/sustainable development, revealing a new methodological challenge by proposing integrative content as teaching strategies. Despite their good intentions, most teaching experiences and intervention proposals still remain attached to occasional and poorly evaluated events.