Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Chemistry | 1 |
| Conservation (Environment) | 1 |
| Faculty Development | 1 |
| High School Teachers | 1 |
| Models | 1 |
| Science Activities | 1 |
| Science Instruction | 1 |
| Science Laboratories | 1 |
| Science Teachers | 1 |
| Teacher Attitudes | 1 |
| Workshops | 1 |
| More ▼ | |
Source
| Journal of Chemical Education | 1 |
Author
| Amy S. Cannon | 1 |
| Ann R. Klotz | 1 |
| Donia G. Kleinsasser | 1 |
| Kate R. Anderson | 1 |
| Lucas J. Tucker | 1 |
| Mollie C. Enright | 1 |
| Natalie J. O'Neil | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| High Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| New York | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textAmy S. Cannon; Kate R. Anderson; Mollie C. Enright; Donia G. Kleinsasser; Ann R. Klotz; Natalie J. O'Neil; Lucas J. Tucker – Journal of Chemical Education, 2023
Teaching green chemistry within the K-12 classroom has a positive impact on attitudes and perceptions of chemistry in society for future scientists and professionals, resulting in safer, less hazardous chemistry experiments and demonstrations. The state of New York has taken advantage of the benefits that green chemistry provide in the classroom…
Descriptors: Faculty Development, High School Teachers, Chemistry, Science Instruction
