Navigating Complexity Using Systems Thinking in Chemistry, with Implications for Chemistry Education

• David J. C. Constable ^[3] ; Concepción Jiménez-González ^[1] ; Stephen A. Matlin ^[2]
  1. [1] North Carolina State University

     North Carolina State University

     Township of Raleigh, Estados Unidos

     
  2. [2] Imperial College London

     Imperial College London

     Reino Unido

     
  3. [3] Green Chemistry Institute, United States

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 96, Nº 12, 2019, págs. 2689-2699
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • To remain relevant, chemists need to be able to understand their work in terms of systems. Since systems thinking is a framework to understand and manage systems, the introduction of systems thinking in chemistry education would assist learners to navigate complex, inter-related concepts typical of systems. At the same time, the adoption of systems thinking in chemistry education will require a major reorientation in how chemistry is taught. We consider several characteristics of system complexity that are key to systems thinking in chemistry–including purpose, scale, boundaries, hierarchies, constraints, loop concepts and emergence–and discuss their introduction in education and the benefits this will bring.