Monday Moju

The realization that numerous phenomena, such as climate change, boiling, cooking, drying, greenhouse gases, etc., can be comprehended by understanding chemistry and its connections to the world, alongside my negative experience with chemistry teaching in the K–12 classroom, motivated me to become a chemistry teacher and leader.
My interest in chemistry deepened when I encountered green chemistry during my undergraduate studies for a bachelor's degree in education chemistry. The incorporation of values and the creation of alternative approaches to chemistry practices in green chemistry, making it more environmentally friendly, further solidified my commitment to emphasizing green chemistry values at the secondary level of education. This emphasis aims to teach chemistry in context and foster the learning of normative values that promote sustainable development among students.

The desire to progress along this path intensified when I became a teaching assistant at the University of Lagos, Nigeria. While pursuing a master's degree in science education with a focus on chemistry, I also assisted a professor in teaching the subject. During this time, I had the opportunity to teach chemical concepts within relevant contexts, translate theories into practical applications by making chemistry tangible, and demystify its "abstract nature." Engaging my students in activities where they applied their chemistry knowledge to produce household materials, such as perfume, vaseline, detergents, etc., while analyzing the potential hazards these products might pose, proved highly motivating for them and reflected positively in their academic performance.

Continuing on my professional journey, I was accepted into a Ph.D. program at Virginia Tech, School of Education, Department of Curriculum and Instruction, focusing on science education. Within this program, my research endeavors revolved around addressing the question, "How can we assist science teachers in integrating green chemistry into their pedagogical practices to teach chemistry in a manner that establishes the link between chemistry and society, promoting relevance, and motivating students to learn?" The significance of this question resonates deeply with me due to the pivotal role teachers play in translating sustainable policies into manageable learning experiences within the classroom.

Professionally, I am a member of the Teacher Registration Council of Nigeria (TRCN) and the National Science Teacher Association (NSTA).
I am open to connections with teachers and scholars in this area.