who wish to retain science as their career option, are more concerned to attain respective scientific goals rather than provide attention to the aspect of environmental sustainability. Clearly, the requirement of altering students’ attitude towards science has become a major preoccupation for educators so that the greater goal of environmental sustainability can be attained. While factors related to social and gender discourse contribute to a large extent in affecting students’ attitude towards science, proper planning and empathetic observation of the situation is required so that increasing number of students become interested about persuading scientific way according to the principles of Green Chemistry, celebrating the cause of environmental sustainability. This paper aims at reflecting that to which extent inclusion of Green Chemistry in school curriculum and novel methods adopted for such purpose, have contributed in enhancing students’ attitude toward science.
Since inception of the modern scientific advancement, specifically from 20th century onwards, the term “Green Chemistry” was unknown to scientists, students, and other personnel, who were associated with this various departments of scientific functioning and experimentation (Lancaster, 2010, p. 1). The consequences of the Industrial Revolution in England during 18th century were gradually spread throughout the Europe and helped science to emerge as an essential part of the daily existence. At the same time, it was largely ignored by common people and industries that random utilization of science for hedonist and utilitarian purposes would largely affect the environmental balance (Goodman, and Chant, 1999). The progress of human civilization, especially in the post Industrial Revolution era, witnessed a dynamic shift of the human race from agriculturalist approach to urbanization for the purpose of Industrial expansion. In order to secure increasing amount of place to develop industries,