Reported Benefits of Systems Thinking
Reported Benefits of Systems Thinking
On considering the challenges and examples throughout this resource, one can imagine a compelling set of potential benefits arising from shifting toward a systems thinking mindset in chemistry education. (Mahaffy et al, 2018)
Strengthening opportunities for developing a more unified approach within the discipline of chemistry itself, which is too often taught, researched and practiced within compartmentalized subdisciplines.
Stronger engagement among the education, research and practice elements of chemistry, including the important interface between academia and industry.
Enabling students to better understand the interactions between chemistry and other systems, including the physical, ecological and human systems of the planet, and develop the capacity for thinking and working across disciplinary boundaries, as a prerequisite for understanding the relevance of chemistry to comprehensively address twenty-first century challenges, including sustainable development.
Enabling the development of an evidence based approach to thinking about, understanding and responding to risk.
Providing a framework for projecting chemistry as a ‘science for society’ that can help to create positive attitudes towards the discipline from the media, public and policy makers.
There is some research to support this!! Research on educators' perspectives of systems thinking in chemistry education highlight several potential benefits of implementing and engaging with systems thinking. These benefits are organized by the papers published on this topic.
Interviews with tertiary chemistry educators (N = 14) at the University of York
Workshops with Secondary educators (N = 12) & tertiary educators and researchers (N = 16) in Australia
Educator questionnaire completed by secondary educators (N = 5) & tertiary educators and researchers (N = 51) across 10 countries
Interviews with tertiary educators (N = 17) with experience implementing ST across North America and Europe
Enhanced Student Learning
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"Participants claimed that the implementation of systems thinking into the chemistry curriculum would have advantages in terms of student learning. These include supporting revision, an increase in student understanding, increase in interest/engagement, and perspective and forethought."
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"The implications for teacher practice emerging from this theme are that a systems thinking approach is considered beneficial to learning because students can integrate their understandings, and thus this approach should be used throughout university courses."
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"Educators had two common categories of beliefs about why they would be willing to implement STICE: (1) ST helps with student skill and knowledge development and (2) STICE is important for helping shape the future of chemistry and society (Table S2)."
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"Instructors believe learning via a systems thinking approach increases students’ performance outcomes."
Improved student engagement and motivation
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see quote above
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"Participants considered this an opportunity to increase student engagement and motivation by making links between the theory taught and students’ prior knowledge and experiences. The use of systems thinking was valued by participants as a way to illustrate the usefulness and importance of chemistry, in so doing increasing student interest."
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“I love the idea of ST and trying to implement it also. It enables students to understand concepts better and see their practical application.” “I think it will increase student engagement, give non-majors a greater appreciation for chemistry and improve students' scientific knowledge and, potentially, their scientific communication skills.”
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"Instructors believe systems thinking creates a more interesting,
enjoyable learning experience that motivates and engages students."
Support for interdisciplinary learning
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"allowing students to see the relevance of the material that they are learning in terms of other areas of the programme, ‘real-world applications’, and other subjects."
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"Tertiary educators specifically saw value in the promise of interdisciplinarity through a systems thinking approach, but also identified that taken too far, this may threaten chemistry’s existence as a separate discipline."
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"Educators’ mention: ST allows chemistry to be viewed from multiple perspectives due to its connections to other disciplines/
contexts."
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"Instructors believe learning via a systems thinking approach develops
students’ ability to address problems from an interdisciplinary
perspective."
Potential to address global challenges
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"Communication skills and the ability to work with individuals and teams from different fields were emphasized by participants as important advantages resulting from this interdisciplinary nature of systems thinking and it was suggested that this will allow for greater and more effective progress to be made on interdisciplinary projects such those required to address the UN SDGs."
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"For practicing teachers, this is a further reason to adopt a systems thinking approach –students are provided with opportunities to realise the power of chemistry to productively negotiate environmental problems."
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"Educators’ mention: ST will benefit society and future scientists by thinking holistically about consequences of actions."
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"Twelve of 17 instructors perceived that
students learning via a systems thinking approach become
motivated stakeholders who understand the relevance of both systems thinking and chemistry for addressing real-world
problems."
Professional development for educators/
researchers
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"Systems thinking was seen as a way to productively restructure research, such as by uniting research projects, establishing research centres, and affording reflection. This would benefit researchers’ own research programmes, and also allow them to disseminate the importance of their research to society more easily.
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"Educators believe workshops on STICE will help improve their teaching."
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"Instructors believe systems thinking requires that they critically
evaluate what they’re teaching, as well as why and how they are teaching it, which can benefit their courses and their students’
learning."
Benefits outside of a degree program
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"As students will
be encouraged to consider a variety of factors in any planning process and will be learning about what reactions and processes are more viable due to features such as economics or
safety concerns, instructors mentioned that this may aid in their employability skills."
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"For practicing teachers, this is a further reason to adopt a systems thinking approach –students are provided with opportunities to realise the power of chemistry to productively negotiate environmental problems."
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"ST would help students foster understanding and problem solving skills."
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"Instructors believe learning via a systems thinking approach helps
students develop skills that they will need for their future schooling or careers, like collaboration, communication, group problem solving,
and scientific reasoning skills."
Improve perceptions of chemistry
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"Several of the tertiary chemists expressed an appreciation of a systems thinking approach as a means to improve perceptions of chemistry. Two different aspects of this were noted: student perceptions, which may impact their desire to study chemistry, which were also discussed above, and public perceptions that might influence their everyday encounters with chemistry."
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"Educators had two common categories of beliefs about why they would be willing to implement STICE: (1) ST helps with student skill and knowledge development and (2) STICE is important for helping shape the future of chemistry and society (Table S2)."
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"Instructors believe students who learn from a systems thinking approach become motivated, action-taking stakeholders who understand
the relevance of chemistry in their everyday lives and future
careers, regardless of their future careers within or beyond STEM."