“Systems thinking encourages a safe space to offer different perspectives and insights”: Student perspectives and experiences with ST activities

Abstract

Researchers and educators have been exploring systems thinking (ST) in chemistry education to better equip citizens for 21st century challenges; however, little is known about students’ perspectives and experiences. In this study, we investigated students’ perspectives of ST and their experiences with ST activities. We designed and implemented a ST intervention, performed individually and collaboratively, as well as follow up interviews. Twenty-four undergraduate and graduate students participated in this study and reported a variety of experiences and perspectives. For students’ experiences, we found that: (1) while collaborating, participants recognized and appreciated different perspectives, (2) participants included chemistry concepts and connections in their system maps despite having difficulties, (3) system maps emphasized problems/solutions and causes/effects and differed in terms of organization and intended purpose, and (4) limitations to system map construction included time, knowledge, and technology skills. Students also expressed positive perspectives of a ST approach based on their experience engaging with the ST intervention and believed a ST approach (1) is beneficial to learning, (2) captures interest and engagement, (3) allows perspectives to be shared and gained, and (4) provides personal, social, and professional relevance. Based on these findings, we suggest aspects to consider when planning and implementing ST activities and identify future research required to better understand the impacts of ST in chemistry education.

An Educational Framework for Teaching Chemistry Using a Systems Thinking Approach

“…For example, units of instruction may be designed to include several learning cycles where students explore a phenomenon, are introduced to relevant chemical ideas, and apply these ideas in diverse ways . These designed learning activities should (1) foster and enable students active and interactive participation by integrating collaborative activities to achieve ambitious learning goals, , (2) help them connect what they already know to the new ideas introduced in class and create opportunities for all students to share their knowledge, perspectives, and experiences, embracing diversity and fostering inclusion, , (3) ask students to analyze and interpret data, seeking to identify patterns in the properties and behavior of the systems of interest, and (4) equip them to build and use chemical models to make predictions, support arguments, and generate explanations of relevant phenomena…”

“…Reorienting chemistry education using an ST approach may have diverse benefits: Providing a more unified and integrated view of chemical knowledge by building connections between central ideas in the discipline. Integrating central ideas, disciplinary practices, systems thinking, and socio-environmental competencies into the preparation of future citizens and professionals. Fostering meaningful learning by actively engaging students in the learning process through the analysis, discussion, and reflection of relevant personal and societal issues. Creating more inclusive learning environments where students can share prior knowledge and experiences relevant to the issues under consideration Building and strengthening interdisciplinary connections enabling students to reason across disciplinary boundaries. Creating more positive attitudes toward chemistry by projecting this discipline as a “science for society” that enables the development of solutions to global problems and advances sustainable development. …”

“…Creating more inclusive learning environments where students can share prior knowledge and experiences relevant to the issues under consideration …”