No description available.

In this dissertation, I examine the evolution of the green chemistry movement from its inception in the early 1990s to the present day. I focus my study on the discursive strategies employed by leaders of the movement to establish green chemistry and to develop and institute changes in the practice of the chemical sciences. The study looks specifically at three different strategies. The first is the construction of a historical narrative. This history comes from the intersection of the chemical sciences with environmentalism in the United States retold to place chemistry in a central position for understanding global environmental health issues and green chemistry as the natural response to these problems. The second involves the attempts made to develop a concrete definition for green chemistry as well as a set of guiding principles for the practice of this alternative form of chemistry. The establishment of the definition and the principles, I argue, constitutes an important move in constituting the field as a very specific interdisciplinary group with a forged identity and the beginnings of a system for determining what properly "counts" as green chemistry. The third comes from the intersection of this history within the defining principles of the movement intersect to create a specific set of green chemistry practices, and how these practices manifest themselves in conference and pedagogical settings. Finally, I offer an overview of where the movement currently stands, offering a critical perspective on the future potential of the field. I argue that recent episodes indicate that the movement has not succeeded in accomplishing what it set out to do, and will continue to encounter problems unless a refashioning of the movement takes place. To offer perspective on green chemistry as a movement, I examine it through the lens of other (e.g., Frickel and Gross 2005) attempts to explore scientific movements as a special class of social movements. / Ph. D.

Orientação: Pedro Faria dos Santos Filho / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Química / Made available in DSpace on 2018-08-24T01:23:37Z (GMT). No. of bitstreams: 1 Baptista_ManuelMoreira_D.pdf: 2828376 bytes, checksum: 50c4bde045ccee91fe0ce93a176d51de (MD5) Previous issue date: 2013 / Resumo: As animações deste trabalho foram desenvolvidas utilizando o software Blender®. Este software, de código aberto e gratuito, é atualmente um dos recursos computacionais mais avançados para modelagem e animação em 3D. As animações foram planejadas para serem usadas em sala de aula e, portanto, são desprovidas de narração e legenda. Os assuntos contemplados foram: Teoria do Orbital Atômico, distribuição eletrônica, hibridização, Teoria do Orbital Molecular, Teoria de Ligação de Valência, Teoria VSEPR, estruturas de Lewis, estruturas cristalinas dos compostos iônicos e metais (cela unitária, empacotamento e retículo cristalino), transformações químicas e polímeros. As animações de maior interesse estão relacionadas com a teoria do orbital atômico e molecular. As animações foram avaliadas no IQ-UNICAMP através de questionários respondidos pelos alunos da disciplina de pós-graduação QP443, e pelos alunos da disciplina de graduação QG101. No questionário da disciplina QP443, procurouse descobrir o planejamento que o professor deve fazer para inserir as animações em uma aula tradicional. No questionário da disciplina QG101, procurou-se avaliar a contribuição que as animações podem dar para o ensino-aprendizado de Química em aulas presenciais. As animações também foram avaliadas através das informações fornecidas pela estatística dos websites www.quimica3d.com e www.youtube.com/user/m770596. As respostas dos questionários aplicados nas disciplinas QG101 e QP443 permitem-nos concluir que as animações facilitaram a visualização tridimensional e estimularam o desenvolvimento da capacidade de abstração dos alunos. As informações da estatística do canal www.youtube/user/m770596 e do website www.quimica3d.com mostram que houve grande interesse pelas animações. / Abstract: The animations of this work were developed using the Blender ® software. This free and open-source software is currently one of the most advanced computing resources for 3D modeling and animation. The animations were designed for classroom application and for this reason they have no narration and subtitles. The topics covered were: Atomic Orbital Theory, electronic distribution, hybridization, Molecular Orbital Theory, Valence Bond Theory, VSEPR Theory, Lewis structures, crystal structure of ionic compounds and metals (unit cell, packing and crystal lattice), chemical transformations and polymers. The animations of most interest are related to atomic and molecular orbital theory. The animations were valued at the IQ-UNICAMP through questionnaires answered by the QP443 discipline postgraduate students, and by the QG101 discipline undergraduate students. In the questionnaire of the QP443 discipline, we intended to find the schedule that the teacher should use to insert the animations in a traditional classroom. In the questionnaire of the QG101 discipline, we intended to evaluate the contribution of the animations to Chemistry teaching and learning in classroom. The animations were also valued through the information given by the statistics of the www.youtube.com/user/m770596 YouTube channel and www.quimica3d.com website. The answers from the questionnaires of the QG101 and QP443 disciplines allowed us to conclude that the three-dimensional visualization animations facilitated and stimulated the development of students' capacity for abstraction. The statistical information from the www.youtube/user/m770596 YouTube channel and www.quimica3d.com website showed that there was great interest for the animations. / Doutorado / Quimica Inorganica / Doutor em Ciências