Introduction to Systems Thinking for the Chemistry Education Community
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| Title: | Introduction to Systems Thinking for the Chemistry Education Community |
|---|---|
| Language: | English |
| Authors: | Orgill, MaryKay (ORCID |
| Source: | Journal of Chemical Education. Dec 2019 96(12):2720-2729. |
| Availability: | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Chemistry, Science Instruction, Systems Approach, Scientific Research, Public Policy, Decision Making, Holistic Approach, Teaching Methods, Global Approach |
| DOI: | 10.1021/acs.jchemed.9b00169 |
| ISSN: | 0021-9584 |
| Abstract: | Within recent history, both science research and science education have been largely reductionist in perspective. While the reductionist approach has resulted in a significant increase in our knowledge of the natural world and in great technological advances, it is not sufficient for addressing global world challenges, such as sustainability, pollution, climate change, and poverty. We, as members of the Systems Thinking in Chemistry Education (STICE) project, argue that for science in general, and chemistry in specific, to continue to advance and for citizens to be prepared to participate knowledgeably and democratically in science-related policy decisions, the reductionist approaches that are commonly used in chemistry research and chemistry education must be complemented with a more holistic approach. Systems thinking is such an approach. This article discusses the historical development, describes the key characteristics, and presents some skills and competencies associated with systems thinking. Our intention is to provide chemical educators with enough basic information about systems thinking that they can consider why and how such an approach might be applied in the education of both future chemists and future global citizens. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1237477 |
| Database: | ERIC |
| Abstract: | Within recent history, both science research and science education have been largely reductionist in perspective. While the reductionist approach has resulted in a significant increase in our knowledge of the natural world and in great technological advances, it is not sufficient for addressing global world challenges, such as sustainability, pollution, climate change, and poverty. We, as members of the Systems Thinking in Chemistry Education (STICE) project, argue that for science in general, and chemistry in specific, to continue to advance and for citizens to be prepared to participate knowledgeably and democratically in science-related policy decisions, the reductionist approaches that are commonly used in chemistry research and chemistry education must be complemented with a more holistic approach. Systems thinking is such an approach. This article discusses the historical development, describes the key characteristics, and presents some skills and competencies associated with systems thinking. Our intention is to provide chemical educators with enough basic information about systems thinking that they can consider why and how such an approach might be applied in the education of both future chemists and future global citizens. |
|---|---|
| ISSN: | 0021-9584 |
| DOI: | 10.1021/acs.jchemed.9b00169 |
