Exploring Opportunities to Incorporate Systems Thinking into Secondary and Tertiary Chemistry Education through Practitioner Perspectives

Autor/inn/en	Delaney, Seamus; Ferguson, Joseph Paul; Schultz, Madeleine
Titel	Exploring Opportunities to Incorporate Systems Thinking into Secondary and Tertiary Chemistry Education through Practitioner Perspectives
Quelle	In: International Journal of Science Education, 43 (2021) 16, S.2618-2639 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Delaney, Seamus) ORCID (Ferguson, Joseph Paul) ORCID (Schultz, Madeleine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1980631
Schlagwörter	Chemistry; Science Education; Systems Approach; Secondary School Teachers; Teacher Workshops; College Faculty; Researchers; Teacher Attitudes; Teaching Methods; Educational Change; Curriculum Development; Curriculum Implementation; Educational Benefits; Science Instruction; Sustainability; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Chemie; Naturwissenschaftliche Bildung; Systemischer Ansatz; Fakultät; Researcher; Forscher; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsertrag; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Nachhaltigkeit; Ausland; Australien
Abstract	Recently, the chemistry education community has focused considerable effort on incorporating systems thinking into chemistry education as a means to address global challenges such as sustainability. In this project, a series of exploratory workshops was held with secondary educators (N = 12) and tertiary educators and researchers (N = 16), introducing the participants to systems thinking in chemistry education (STICE). Following the workshops, small group semi-structured interviews were conducted to obtain deeper insight into how participants perceived systems thinking in relation to their teaching and research practice. Inductive analysis identified five major themes shared across both cohorts, relating to the perceived affordances and challenges of implementing systems thinking in chemistry education. The paper discusses these themes in relation to curriculum reform efforts, specifically with respect to pre-conditions needed for successful implementation in order to achieve the benefits of systems thinking in the classroom. We propose a possible pathway to realise these advantages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01