Abstract Book of the 9th International Conference on Advanced Research in Education
Year: 2025
[PDF]
Interdisciplinary Chemistry Pedagogical Project: Monitoring Heavy Metals in Groundwater Near Dumping Sites
Consuelo Pizarro, Antonio-José Nistal, Taha Mehany, José M. González-Sáiz, Consuelo Pizarro
ABSTRACT:
This teaching innovation project integrates analytical chemistry, quality and safety in chemical laboratories, environmental engineering and management, and projects in chemistry into a collaborative framework fostering experiential and interdisciplinary learning. The case study of heavy metals in groundwater near dumping sites provided a motivating, real-world context to illustrate how chemistry addresses environmental and societal challenges, with a focus on teamwork, active learning, and cross-disciplinary integration. The project was structured into interconnected components. Students in quality and safety in chemical laboratories designed sampling protocols, prepared and analyzed groundwater samples, and interpreted results using atomic absorption spectroscopy (AAS) and UV-Vis spectrophotometry. Contaminants included lead, mercury, cadmium, chromium VI, and arsenic. Following international standards (ISO 5667-5, ISO 12846, ISO 5961), students developed technical skills while understanding laboratory quality applications. Environmental engineering and management perspectives complemented laboratory work through workshops on designing and evaluating permeable reactive barriers using materials such as zeolites and activated carbon, emphasizing problem-solving and sustainability. Chemistry education principles guided the overall structure, ensuring collaborative problem-solving, systematic documentation, and communication of results via reports and presentations. Evaluation showed that interdisciplinary collaboration and active engagement increased motivation, strengthened analytical skills, and deepened understanding of real environmental problems. Students reported enhanced appreciation of chemistry’s integration of technical, environmental, and societal perspectives. By framing heavy metals monitoring as a teaching tool rather than a research endpoint, this project demonstrates how interdisciplinary, case-based approaches can transform chemistry education, cultivating scientific expertise, collaborative skills, and social responsibility.
Keywords: Heavy metals; interdisciplinary teaching; analytical chemistry; environmental sustainability; experiential learning