Considering the value of systems thinking
Considering the value of systems thinking
Embedded Files
The challenge and opportunity:
The challenge and opportunity:
“I’m not convinced systems thinking adds value to the depth of chemistry knowledge.”
“I’m not convinced systems thinking adds value to the depth of chemistry knowledge.”
Skepticism that systems thinking may dilute the depth of chemistry knowledge is understandable, particularly given already crowded curricula and the need to prioritise core content. However, this concern also creates an opportunity to clarify that systems thinking is not an addition or replacement, but an approach that strengthens how chemistry is understood and applied. By making connections across topics, scales, and real-world contexts more explicit, systems thinking supports deeper conceptual integration rather than superficial breadth. Emerging evidence suggests it can enhance students’ ability to reason about complex chemical systems, while broader educational and workforce expectations increasingly call for graduates who can think systemically.
This shift is also reflected at a policy level, with organisations such as the American Chemical Society embedding systems thinking into accreditation standards, and initiatives like the Stockholm Declaration on Chemistry for the Future emphasising its role in preparing students to address sustainability, safety, and global challenges.
practical Strategies for Instructors
practical Strategies for Instructors
1. Start small
Integrate systems thinking gradually—begin with one example, a unit, a case study, or an assignment.
Start small by integrating systems thinking into a single unit where connections might be easily integrated. This allows instructors to evaluate its impact without overhauling an entire course.
2. Examine concrete examples of systems thinking in chemistry lessons
Begin with established resources (e.g., SaSTICE, ACS Green Chemistry Institute materials) that demonstrate how systems thinking can be embedded into familiar topics such as equilibrium, polymers, or stereochemistry. Seeing systems thinking applied in recognizable contexts helps reduce abstraction and builds confidence.
3. Make relevance explicit for students (and yourself)
Highlight how chemical concepts connect to environmental, industrial, or societal systems. When students begin to articulate these connections, instructors often observe deeper engagement and understanding, helping shift perceptions of the value of systems thinking.
4. Use system mapping tools to understand students' chemical understanding
Tools such as systems maps, system-oriented concept map extensions, and causal loop diagrams can uncover how students understand chemical relationships, scales, or interactions. This diagnostic power could demonstrate the pedagogical value of systems thinking in improving everyday instruction.
5. Engage with a community of practice
Join networks such as the GCTLC Systems Thinking Group, ACS Green Chemistry initiatives, or local teaching communities. Conversations with peers who are testing ST approaches provide reassurance, classroom-tested examples, and insight into what value ST is generating for students. Collaboration reduces the cognitive burden of designing alone and helps instructors see evidence of impact across multiple contexts.
What Research says
What Research says
This research argues that emergence—a core systems thinking concept—is central to the epistemology and ontology of chemistry, influencing how learners understand phenomena across scales.
Tümay, H. Reconsidering Learning Difficulties and Misconceptions in Chemistry: Emergence in Chemistry and Its Implications for Chemical Education. Chem. Educ. Res. Pract. 2016, 17 (2), 229–245. https://doi.org/10.1039/c6rp00008h.
Page updated
Google Sites
Report abuse