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The production of hydrogen often takes place by steam reforming, which releases a large amount of CO2. In addition to the electrolysis of water using electricity from renewable energies, there are already ways to use light energy for the production of green hydrogen. This includes photoreforming. With a suitable photocatalyst organic substrates are converted into hydrogen and other by‐products in a CO2‐neutral manner. Integrating this topic into the chemistry classroom opens up the opportunity to address different perspectives and dimensions within the framework of an education for sustainable development (ESD), in which current problems and future technologies can be discussed. [ABSTRACT FROM AUTHOR]

Education for Sustainable Development has been an essential part of instruction in chemistry classes for some time now. Leaners experiencing sustainable education are enabled to understand coherences and sustainable action by approaching a topic using different perspectives, that is ecological, economic, political, social and cultural dimensions. In this paper, it is shown how nearly all Unesco Sustainable Development Goals (SDGs) can be connected to compulsory content of the German curriculum. Furthermore, a learning unit for students grade ten with the topic "Climate impact of carbon dioxide and approaches to emission reduction" is presented that illustrates how the mentioned dimensions can be addressed in chemistry lessons. [ABSTRACT FROM AUTHOR]

With the publication of the guideline ESD in 2019, the Ministry of Education of the State of North Rhine‐Westphalia presented a proposal on how topics in chemistry lessons can be considered multidimensionally from an ecological, economic, social, political, and cultural perspective. In this article, possibilities for the concrete integration of these guidelines into chemistry lessons are presented by assigning topics to the individual content fields for secondary levels I and II, of the chemistry curriculum with an overview plan. It presents an outline of topics, addresses almost all SDGs and can consequently enable a multidimensional perspective on ESD. Furthermore, this article presents an exemplary study material for grade ten on the topic "Climate effectiveness of carbon dioxide and approaches to emission reduction". Didactically prepared materials for chemistry lessons are presented to meet the requirements for ESD and initiate ideas to achieve the global sustainability goals (ESD for 2030). [ABSTRACT FROM AUTHOR]

With the publication of the guideline ESD in 2019, the Ministry of Education of the State of North Rhine‐Westphalia presented a proposal on how topics in chemistry lessons can be considered multidimensionally from an ecological, economic, social, political, and cultural perspective. In this article, possibilities for the concrete integration of these guidelines into chemistry lessons are presented by assigning topics to the individual content fields for secondary levels I and II, of the chemistry curriculum with an overview plan. It presents an outline of topics, addresses almost all SDGs and can consequently enable a multidimensional perspective on ESD. Furthermore, this article presents an exemplary study material for grade ten on the topic "Climate effectiveness of carbon dioxide and approaches to emission reduction". Didactically prepared materials for chemistry lessons are presented to meet the requirements for ESD and initiate ideas to achieve the global sustainability goals (ESD for 2030). [ABSTRACT FROM AUTHOR]

With the publication of the guideline ESD in 2019, the Ministry of Education of the State of North Rhine‐Westphalia presented a proposal on how topics in chemistry lessons can be considered multidimensionally from an ecological, economic, social, political, and cultural perspective. In this article, possibilities for the concrete integration of these guidelines into chemistry lessons are presented by assigning topics to the individual content fields for secondary levels I and II, of the chemistry curriculum with an overview plan. It presents an outline of topics, addresses almost all SDGs and can consequently enable a multidimensional perspective on ESD. Furthermore, this article presents an exemplary study material for grade ten on the topic "Climate effectiveness of carbon dioxide and approaches to emission reduction". Didactically prepared materials for chemistry lessons are presented to meet the requirements for ESD and initiate ideas to achieve the global sustainability goals (ESD for 2030). [ABSTRACT FROM AUTHOR]

Translation abstract Education for Sustainable Development has been an essential part of instruction in chemistry classes for some time now. Leaners experiencing sustainable education are enabled to understand coherences and sustainable action by approaching a topic using different perspectives, that is ecological, economic, political, social and cultural dimensions. In this paper, it is shown how nearly all Unesco Sustainable Development Goals (SDGs) can be connected to compulsory content of the German curriculum. Furthermore, a learning unit for students grade ten with the topic “Climate impact of carbon dioxide and approaches to emission reduction” is presented that illustrates how the mentioned dimensions can be addressed in chemistry lessons. [ABSTRACT FROM AUTHOR]

Education for sustainable development, carbon dioxide, climate impact, SDGs, integration into the curriculum Keywords: education for sustainable development; carbon dioxide; climate impact; SDGs; integration into the curriculum; BNE; Kohlenstoffdioxid; Klimawirksamkeit; Lehrplananbindung EN education for sustainable development carbon dioxide climate impact SDGs integration into the curriculum DE BNE Kohlenstoffdioxid Klimawirksamkeit Lehrplananbindung 91 91 1 04/24/23 20230401 NES 230401 B Das Titelbild b zeigt die 17 Ziele nachhaltiger Entwicklung ("Sustainable Development Goals", SDGs). Dies wird im Beitrag von E. Kiesling, J. Venzlaff und C. Bohrmann-Linde ab S. 96 diskutiert. [Extracted from the article]