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Effective recycling is not merely a matter of collecting waste; it also requires meticulous categorization to maximize the potential for reusing material and minimizing waste sent to landfills. Education and awareness of the sorting and recycling process bottlenecks need to be emphasized and extended beyond higher educational contexts (e.g., in multiple stages of educational pathways, such as middle or high school). Hence, this project introduces a hands-on plastic sorting activity where students use recycled waste to be sorted based on their physical properties. Several tools were provided to perform the separation, such as water, sieves, magnets, and manual/visual separation while considering the time and cost associated with each tool. The activity was evaluated by pre- and post-evaluations based on Likert-scale and open-ended questions grouped in several categories related to the sorting process. In several categories, we observed that the activity enhanced student knowledge (e.g., general sorting understanding), while in other categories, there was no growth. From open-ended questions, students expressed an understanding of how to sort recycled waste and an appreciation for the trade-offs in developing sorting solutions. This activity effectively enhanced students' awareness of the sorting process of recycled waste. It lays the foundation for future inquiry and outreach project design.
Monegro et al. (Wed,) studied this question.
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