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Conceptual Modeling Enables Systems Thinking in Sustainable Chemistry and Chemical Engineering

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Title: Conceptual Modeling Enables Systems Thinking in Sustainable Chemistry and Chemical Engineering
Language: English
Authors: Leonie E. Krab-Hu¨sken, Linlin Pei, Pepijn G. de Vries, Saskia Lindhoud (ORCID 0000-0002-4164-0763), Jos M. J. Paulusse, Pascal Jonkheijm (ORCID 0000-0001-6271-0049), Albert S. Y. Wong
Source: Journal of Chemical Education. 2023 100(12):4577-4584.
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: 8
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Chemical Engineering, Science Instruction, Sustainable Development, Concept Formation, Concept Mapping, 21st Century Skills, Cooperative Learning, Hypothesis Testing, Pollution, Critical Thinking, Thinking Skills, Curriculum Development
DOI: 10.1021/acs.jchemed.3c00337
ISSN: 0021-9584
1938-1328
Abstract: This study aims to equip students with conceptual modeling skills to address compelling 21st-century challenges in chemistry and chemical engineering education. System-based concept mapping is a critical competence for analyzing global, often complex, problems. We examined how conceptual modeling could scaffold practical experimental design, transitioning from problem identification to testable hypotheses. We set up a project in which first-year undergraduates in chemical engineering work in groups of 5-6 students. Their task was to develop concrete hypotheses for assignments that center on finding sustainable solutions for polluted environments. A set of educational roles (i.e., lecturers, tutors, learning assistants, educational specialist, and project coordinator) were implemented to ensure that students could accomplish their main learning outcome; that is, to become familiar with the academic way of thinking and apply critical thinking skills as a team. Interviews were conducted after the project was finished and revealed that, while conceptual modeling helped students to structure their ideas (i.e., to learn how to design research questions, incorporate interventions, and test models), developing hypotheses remains a challenging task. Our findings brought us to the recommendations for teaching conceptual modeling in the curriculum rather than at the project level, allowing students to progressively transition from understanding and applying concept mapping in their first year into creating solutions within the context of solving complex real-world problems in the final year of their bachelor's degree. The collaborative learning environment and project format employed in this work could spark new ways to teach science that facilitates systems thinking in chemistry.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1445106
Database: ERIC
FullText Text:
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  Data: Conceptual Modeling Enables Systems Thinking in Sustainable Chemistry and Chemical Engineering
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  Data: <searchLink fieldCode="AR" term="%22Leonie+E%2E+Krab-Hu¨sken%22">Leonie E. Krab-Hu¨sken</searchLink><br /><searchLink fieldCode="AR" term="%22Linlin+Pei%22">Linlin Pei</searchLink><br /><searchLink fieldCode="AR" term="%22Pepijn+G%2E+de+Vries%22">Pepijn G. de Vries</searchLink><br /><searchLink fieldCode="AR" term="%22Saskia+Lindhoud%22">Saskia Lindhoud</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4164-0763">0000-0002-4164-0763</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jos+M%2E+J%2E+Paulusse%22">Jos M. J. Paulusse</searchLink><br /><searchLink fieldCode="AR" term="%22Pascal+Jonkheijm%22">Pascal Jonkheijm</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6271-0049">0000-0001-6271-0049</externalLink>)<br /><searchLink fieldCode="AR" term="%22Albert+S%2E+Y%2E+Wong%22">Albert S. Y. Wong</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. 2023 100(12):4577-4584.
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  Data: 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
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  Data: 10.1021/acs.jchemed.3c00337
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  Data: 0021-9584<br />1938-1328
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  Data: This study aims to equip students with conceptual modeling skills to address compelling 21st-century challenges in chemistry and chemical engineering education. System-based concept mapping is a critical competence for analyzing global, often complex, problems. We examined how conceptual modeling could scaffold practical experimental design, transitioning from problem identification to testable hypotheses. We set up a project in which first-year undergraduates in chemical engineering work in groups of 5-6 students. Their task was to develop concrete hypotheses for assignments that center on finding sustainable solutions for polluted environments. A set of educational roles (i.e., lecturers, tutors, learning assistants, educational specialist, and project coordinator) were implemented to ensure that students could accomplish their main learning outcome; that is, to become familiar with the academic way of thinking and apply critical thinking skills as a team. Interviews were conducted after the project was finished and revealed that, while conceptual modeling helped students to structure their ideas (i.e., to learn how to design research questions, incorporate interventions, and test models), developing hypotheses remains a challenging task. Our findings brought us to the recommendations for teaching conceptual modeling in the curriculum rather than at the project level, allowing students to progressively transition from understanding and applying concept mapping in their first year into creating solutions within the context of solving complex real-world problems in the final year of their bachelor's degree. The collaborative learning environment and project format employed in this work could spark new ways to teach science that facilitates systems thinking in chemistry.
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        Value: 10.1021/acs.jchemed.3c00337
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Chemical Engineering
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      – SubjectFull: Science Instruction
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      – SubjectFull: Sustainable Development
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      – SubjectFull: Pollution
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