Implementing ST at Different Educational Levels
Implementing ST at Different Educational Levels
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The challenge and opportunity:
The challenge and opportunity:
"My students aren’t ready for systems thinking..."
"My students aren’t ready for systems thinking..."
Many chemistry educators perceive systems thinking (ST) as too advanced or abstract for early-stage learners. This often leads to hesitation in introducing ST in K–12 classrooms or lower-level undergraduate courses. Instructors may assume that students must first master traditional content before engaging with complex systems-based reasoning.
However, research shows that students at all levels—elementary through university—can develop systems thinking skills when given explicit support and scaffolded opportunities to practice. Experience illustrates students gain cognitive skills that build to higher order thinking skills.
practical Strategies for Instructors
practical Strategies for Instructors
1. Choose age-appropriate ST tasks
Introduce foundational systems thinking skills in introductory courses. For example, educators in secondary and tertiary education can incorporate aspects of the ACS Systems Thinking in Chemistry module to introduce key terminology and concepts in systems thinking with specific ties to green and sustainable chemistry concepts and the United Nations Sustainable Development Goals (UN SDGs).
Focus on identifying components, relationships, and basic flows in chemical systems.
2. Scaffold systems thinking skill development
Start with simpler tasks and build toward complex mapping or feedback analysis.
Use a step-by-step structure to gradually support more advanced reasoning.
3. Provide repeated, meaningful practice
Integrate ST into a variety of contexts (labs, case studies, homework).
Allow students to revisit and refine their systems thinking over time.
4. Model systems thinking during instruction
Show how you connect concepts across scales or processes.
Use tools like system map or energy flow charts to visualize systems.
5. Value partial understanding and growth
Recognize that students may demonstrate only parts of systems thinking at first.
Focus on progress, not perfection. Encourage iteration and reflection.
What Research says
What Research says
Assaraf and Orion (2005)
This study looked at the development of systems thinking skills with eighth-grade students who studied an earth systems-based curriculum focused on the hydrological cycle.
They indicated that the development of systems thinking requires several sequential stages arranged in a hierarchical structure, meaning that the cognitive skills developed in each stage serve as a basis for the development of next high-order thinking skills.
Their findings suggested that introducing the first steps of systems thinking at the elementary school level learning, such as the ability to identify components of a system and identifying relationships between two components, might contribute to improving students' abilities to develop other systems thinking skills later on.
Assaraf, O. B.-Z.; Orion, N. Development of System Thinking Skills in the Context of Earth System Education. J. Res. Sci. Teach. 2005, 42 (5), 518–560. https://doi.org/10.1002/tea.20061.
Szozda, Mahaffy, and Flynn (2023)
This study investigated systems thinking skills employed by undergraduate students who constructed visual representations of a topic related to climate change.
They found that certain aspects of systems thinking were both demonstrated and unsupported, suggesting that all students need opportunities and scaffolding to engage in systems thinking.
Szozda, A. R.; Mahaffy, P. G.; Flynn, A. B. Identifying Chemistry Students’ Baseline Systems Thinking Skills When Constructing System Maps for a Topic on Climate Change. J. Chem. Educ. 2023, 100 (5), 1763–1776. https://doi.org/10.1021/acs.jchemed.2c00955.
Reynders, Pilcher, and Potgieter (2023)
This study investigated systems thinking skills demonstrated by first-year organic chemistry students who engaged in system mapping activity on surfactants.
They also found that certain aspects of systems thinking were both demonstrated and unsupported, suggesting that all students need opportunities and scaffolding to engage in systems thinking.
Reynders, M.; Pilcher, L. A.; Potgieter, M. Teaching and Assessing Systems Thinking in First-Year Chemistry. J. Chem. Educ. 2023, 100 (3), 1357–1365. https://doi.org/10.1021/acs.jchemed.2c00891.
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