Reimagining Chemistry Education: Systems Thinking, and Green and Sustainable Chemistry Special Issue
The December 2019 issue of the Journal of Chemical Education is now available online to subscribers. In response to a call for papers, chemistry educators from around the world have contributed articles to the Journal collected in the December edition as special issue on systems thinking, and green and sustainable chemistry. This special issue topic was proposed by the IUPAC task force on Systems Thinking in Chemistry Education. Papers in the issue are intended to be the inaugural global reference point for literature on systems thinking in chemistry education that will lead to further understanding about the interdependence of the components of systems at work for chemistry learners, and the application of systems thinking to green and sustainable chemistry education.
Introduction to and Future Directions for Systems Thinking
Peter Mahaffy (The King’s University), Felix Ho (Uppsala University), Julie Haack (University of Oregon), and Edward Brush (Bridgewater State University) acted as the guest editors for this special issue. In their Editorial, they ponder Can Chemistry Be a Central Science without Systems Thinking? Two of articles serve to bookend the issue: one introduces systems thinking and the other discusses the future directions for systems thinking:
Introduction to Systems Thinking for the Chemistry Education Community ~ MaryKay Orgill, Sarah York, and Jennifer MacKellar (available to non-subscribers as part of ACS Editors’ Choice program)
Future Directions for Systems Thinking in Chemistry Education: Putting the Pieces Together ~ Alison B. Flynn, MaryKay Orgill, Felix M. Ho, Sarah York, Stephen A. Matlin, David J. C. Constable, and Peter G. Mahaffy
Framework and Conceptualization
Commentaries
Reimagining the Materials Tetrahedron ~ Craig J. Donahue
Navigating Complexity Using Systems Thinking in Chemistry, with Implications for Chemistry Education ~ David J. C. Constable, Concepción Jiménez-González, and Stephen A. Matlin
Integrating the Human Element in the Responsible Research and Innovation Framework into Systems Thinking Approaches for Teachers’ Professional Development ~ Ron Blonder and Sherman Rosenfeld
Articles
Integrating the Molecular Basis of Sustainability into General Chemistry through Systems Thinking ~ Peter G. Mahaffy, Stephen A. Matlin, J. Marc Whalen, and Thomas A. Holme (available to non-subscribers as part of ACS Editors’ Choice program)
Applications of Systems Thinking in STEM Education ~ Sarah York, Rea Lavi, Yehudit Judy Dori, and MaryKay Orgill
Systems Thinking in Chemistry Education: Theoretical Challenges and Opportunities ~ Samuel Pazicni and Alison B. Flynn
Turning Challenges into Opportunities for Promoting Systems Thinking through Chemistry Education ~ Felix M. Ho
Systems Thinking and Green Chemistry: Powerful Levers for Curricular Change and Adoption ~ James E. Hutchison
Systems Thinking: Adopting an Emergy Perspective as a Tool for Teaching Green Chemistry ~ Alvise Perosa, Francesco Gonella, and Sofia Spagnolo
International Perspectives on Green and Sustainable Chemistry Education via Systems Thinking ~ Glenn A. Hurst, J. Chris Slootweg, Alina M. Balu, Maria S. Climent-Bellido, Antonio Gomera, Paulette Gomez, Rafael Luque, Liliana Mammino, Rolando A. Spanevello, Kei Saito, and Jorge G. Ibanez
Curriculum Design
Commentaries
Designing and Teaching a Novel Interdisciplinary Course on Complex Systems To Prepare New Generations To Address 21st-Century Challenges ~ Pier Luigi Gentili
Connecting Systems Thinking and Service Learning in the Chemistry Classroom ~ Grace A. Lasker
Systems Thinking and Educating the Heads, Hands, and Hearts of Chemistry Majors ~ Matthew A. Fisher
Articles
Integrating Systems Thinking into Teaching Emerging Technologies ~ Whitney C. Fowler, Jeffrey M. Ting, Siqi Meng, Lu Li, and Matthew V. Tirrell
Identifying Systems Thinking Components in the School Science Curricular Standards of Four Countries ~ Mei-Hung Chiu, Rachel Mamlok-Naman, and Jan Apotheker
The End of Simple Problems: Repositioning Chemistry in Higher Education and Society Using a Systems Thinking Approach and the United Nations’ Sustainable Development Goals as a Framework ~ Eleni Michalopoulou, Dudley E. Shallcross, Ed Atkins, Aisling Tierney, Nicholas C. Norman, Chris Preist, Simon O’Doherty, Rebecca Saunders, Alexander Birkett, Chris Willmore, and Ioannis Ninos
A Systems Thinking Department: Fostering a Culture of Green Chemistry Practice among Students ~ Andrew P. Dicks, Jessica C. D’eon, Barbora Morra, Cecilia Kutas Chisu, Kristine B. Quinlan, and Amy S. Cannon
United Nations Sustainable Development Goals as a Thematic Framework for an Introductory Chemistry Curriculum ~ Riley J. Petillion, Tamara K. Freeman, and W. Stephen McNeil
Systems Thinking in Science Education and Outreach toward a Sustainable Future ~ Jillian L. Blatti, John Garcia, Danyal Cave, Felix Monge, Anthony Cuccinello, Jennifer Portillo, Betsy Juarez, Ellen Chan, and Frieda Schwebel
Experiential Learning To Promote Systems Thinking in Chemistry: Evaluating and Designing Sustainable Products in a Polymer Immersion Lab ~ Aurora L. Ginzburg, Casey E. Check, Demetri P. Hovekamp, Alyson N. Sillin, Jack Brett, Hannah Eshelman, and James E. Hutchison
Integrating Green Chemistry in the Curriculum: Building Student Skills in Systems Thinking, Safety, and Sustainability ~ Katherine B. Aubrecht, Marie Bourgeois, Edward J. Brush, Jennifer MacKellar, and Jane E. Wissinger
Roles of Systems Thinking within Green Chemistry Education: Reflections from Identified Challenges in a Disadvantaged Context ~ Liliana Mammino
Instructional Tool
Graphical Tools for Conceptualizing Systems Thinking in Chemistry Education ~ Katherine B. Aubrecht, Yehudit Judy Dori, Thomas A. Holme, Rea Lavi, Stephen A. Matlin, MaryKay Orgill, and Heather Skaza-Acosta
Promoting Systems Thinking Using Project- and Problem-Based Learning ~ Subhalakshmi Nagarajan and Tina Overton
Introducing Chemistry through the Lens of Earth’s Systems: What Role Can Systems Thinking Play in Developing Chemically and Environmentally Literate Citizens? ~ Jeannie Kornfeld and Scott Stokoe
Assessment
Some Insights into Assessing Chemical Systems Thinking ~ Vicente Talanquer
Applications of Systems Thinking & Green and Sustainable Chemistry
Articles
Using a Systems Thinking Approach and a Scratch Computer Program To Improve Students’ Understanding of the Brønsted–Lowry Acid–Base Model ~ Sungki Kim, Hee Choi, and Seoung-Hey Paik
Redox Aluminophosphates: Applying Fundamental Undergraduate Theory To Solve Global Challenges in the Chemical Industry ~ Stephanie Chapman, Julie M. Herniman, G. John Langley, Robert Raja, and Thomas A. Logothetis
Total Chemical Footprint of an Experiment: A Systems Thinking Approach to Teaching Rovibrational Spectroscopy ~ Paul D. Cooper and Jacob Walser
Phosphate Recovery as a Topic for Practical and Interdisciplinary Chemistry Learning ~ Christian Zowada, Antje Siol, Ozcan Gulacar, and Ingo Eilks
Industry-Informed Workshops to Develop Graduate Skill Sets in the Circular Economy Using Systems Thinking ~ Louise Summerton, James H. Clark, Glenn A. Hurst, Peter D. Ball, Elizabeth L. Rylott, Nicola Carslaw, Julia Creasey, Jane Murray, Jeffrey Whitford, Brian Dobson, Helen F. Sneddon, Joe Ross, Pete Metcalf, and C. Robert McElroy (available to non-subscribers as part of ACS AuthorChoice program)
Situating Sustainable Development within Secondary Chemistry Education via Systems Thinking: A Depth Study Approach ~ Andrew C. Eaton, Seamus Delaney, and Madeleine Schultz
Integrating Green and Sustainable Chemistry into Undergraduate Teaching Laboratories: Closing and Assessing the Loop on the Basis of a Citrus Biorefinery Approach for the Biocircular Economy in Brazil ~ Vânia G. Zuin, Mateus L. Segatto, Dorai P. Zandonai, Guilherme M. Grosseli, Aylon Stahl, Karine Zanotti, and Rosivania S. Andrade
Not Just an Academic Exercise: Systems Thinking Applied to Designing Safer Alternatives ~ Megan R. Schwarzman and Heather L. Buckley
Sustainable Consumer Choices: An Outreach Program Exploring the Environmental Impact of Our Consumer Choices Using a Systems Thinking Model and Laboratory Activities ~ Kathleen C. Murphy, Meghna Dilip, Joseph G. Quattrucci, Susan M. Mitroka, and Jeremy R. Andreatta
Activity
Green Machine: A Card Game Introducing Students to Systems Thinking in Green Chemistry by Strategizing the Creation of a Recycling Plant ~ Jonathan L. Miller, Michael T. Wentzel, James H. Clark, and Glenn A. Hurst (available to non-subscribers as part of ACS AuthorChoice program)
Demonstrations
Exploring Real-World Applications of Electrochemistry by Constructing a Rechargeable Lithium-Ion Battery ~ Franklin D. R. Maharaj, Wanxin Wu, Yiwei Zhou, Logan T. Schwanz, and Michael P. Marshak
Microwave Synthesis of a Prominent LED Phosphor for School Students: Chemistry’s Contribution to Sustainable Lighting ~ Dominik Diekemper, Wolfgang Schnick, and Stefan Schwarzer
Laboratory Experiments
Valorization of Waste Orange Peel to Produce Shear-Thinning Gels ~ Lucy S. Mackenzie, Helen Tyrrell, Robert Thomas, Avtar S. Matharu, James H. Clark, and Glenn A. Hurst
The Dark Side of Biomass Valorization: A Laboratory Experiment To Understand Humin Formation, Catalysis, and Green Chemistry ~ Evan Pfab, Layla Filiciotto, and Rafael Luque
Synthesis of Magnetic Nanoparticles Using Potato Extract for Dye Degradation: A Green Chemistry Experiment ~ R. K. Sharma, Subham Yadav, Radhika Gupta, and Gunjan Arora https://pubs.acs.org/doi/10.1021/acs.jchemed.9b00384
From the Archives: JCE Special Issues
Reimagining Chemistry Education: Systems Thinking, and Green and Sustainable Chemistry is the fourth special issue published by the Journal. Special issues featured in past issues of JCE include:
Advanced Placement Chemistry (September 2014 issue discussed on ChemEdX)
Chemical Information (March 2016 issue discussed on ChemEdX)
Polymer Concepts across the Curriculum (November 2017 discussed on ChemEdX)
Every Issue of JCE Is Special
Explore ideas for teaching and learning of chemistry in all 96 volumes of the Journal of Chemical Education —including the articles mentioned above. Articles that are edited and published online ahead of print (ASAP—As Soon As Publishable) are also available. (For more information on how to access the articles cited above, see Deanna Cullen’s post on Accessing Cited Articles.)
Do you have something to share? Write it up for the Journal! For example, consider submitting a contribution to the Special Issue on Chemical Safety Education: Methods, Culture, and Green Chemistry (submission deadline: February 3, 2020). Erica Jacobsen’s Commentary provides excellent advice about becoming an author. In addition, numerous author resources are available on JCE’s ACS Web site, including Author Guidelines and Document Templates. In addition, the ACS Publishing Center, has resources for preparing and reviewing manuscripts for ACS journals.
NGSS
Asking questions and defining problems in grades 9–12 builds from grades K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.
Asking questions and defining problems in grades 9–12 builds from grades K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.
questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design.
Scientific questions arise in a variety of ways. They can be driven by curiosity about the world (e.g., Why is the sky blue?). They can be inspired by a model’s or theory’s predictions or by attempts to extend or refine a model or theory (e.g., How does the particle model of matter explain the incompressibility of liquids?). Or they can result from the need to provide better solutions to a problem. For example, the question of why it is impossible to siphon water above a height of 32 feet led Evangelista Torricelli (17th-century inventor of the barometer) to his discoveries about the atmosphere and the identification of a vacuum.
Questions are also important in engineering. Engineers must be able to ask probing questions in order to define an engineering problem. For example, they may ask: What is the need or desire that underlies the problem? What are the criteria (specifications) for a successful solution? What are the constraints? Other questions arise when generating possible solutions: Will this solution meet the design criteria? Can two or more ideas be combined to produce a better solution?
Analyze a Major Global Challenge is a performance expectation related to Engineering Design HS-ETS1.
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
Students analyze a major global problem. In their analysis, students: Describe the challenge with a rationale for why it is a major global challenge; Describe, qualitatively and quantitatively, the extent and depth of the problem and its major consequences to society and/or the natural world on both global and local scales if it remains unsolved; and Document background research on the problem from two or more sources, including research journals. Defining the process or system boundaries, and the components of the process or system: In their analysis, students identify the physical system in which the problem is embedded, including the major elements and relationships in the system and boundaries so as to clarify what is and is not part of the problem: and In their analysis, students describe* societal needs and wants that are relative to the problem. Defining the criteria and constraints: Students specify qualitative and quantitative criteria and constraints for acceptable solutions to the problem.
Engineering Design - Design a solution to a complex real-world problem is a performance expectation related to Engineering Design HS-ETS1.
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
Using scientific knowledge to generate the design solution: Students restate the original complex problem into a finite set of two or more sub-problems (in writing or as a diagram or flow chart). For at least one of the sub-problems, students propose two or more solutions that are based on student-generated data and/or scientific information from other sources. Students describe* how solutions to the sub-problems are interconnected to solve all or part of the larger problem.
Describing criteria and constraints, including quantification when appropriate: Students describe criteria and constraints for the selected sub-problem. Students describe the rationale for the sequence of how sub-problems are to be solved, and which criteria should be given highest priority if tradeoffs must be made.
Evaluate a Solution to a Real World Problem is a performance expectation related to Engineering Design HS-ETS1.
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
Evaluating potential solutions-In their evaluation of a complex real-world problem, students: Generate a list of three or more realistic criteria and two or more constraints, including such relevant factors as cost, safety, reliability, and aesthetics that specifies an acceptable solution to a complex real-world problem; Assign priorities for each criterion and constraint that allows for a logical and systematic evaluation of alternative solution proposals; Analyze (quantitatively where appropriate) and describe* the strengths and weaknesses of the solution with respect to each criterion and constraint, as well as social and cultural acceptability and environmental impacts; Describe possible barriers to implementing each solution, such as cultural, economic, or other sources of resistance to potential solutions; and Provide an evidence-based decision of which solution is optimum, based on prioritized criteria, analysis of the strengths and weaknesses (costs and benefits) of each solution, and barriers to be overcome.
Refining and/or optimizing the design solution: In their evaluation, students describe which parts of the complex real-world problem may remain even if the proposed solution is implemented.