Development of systems thinking in a large first-year Chemistry course using a group activity on detergents

Abstract

Systems Thinking is needed to address global sustainability challenges, yet opportunities to develop this skill set are not routinely included in chemistry curricula. Recurriculation is often a lengthy process, with many barriers slowing efforts to introduce Systems Thinking into chemistry education. Little is known concerning what systems thinking skills can be developed in a stand-alone intervention in a large-scale first-year chemistry course or if such an exercise would be valuable. We investigated student artifacts produced during a group activity on the chemistry and impacts of a surfactant commonly used in laundry detergent for evidence of engagement with Systems Thinking skills and a sustainable-action perspective. An adaptation of a virtual activity described elsewhere was introduced in a second-semester, first-year general chemistry course, coinciding with the introduction to organic chemistry. We used the characteristics of Systems Thinking from the ChEMIST table to explore students’ Systems-Oriented Concept Maps (SOCMEs) and reflections. Students displayed analytical, bridging, and holistic systems thinking skills, especially identifying the parts of a system and viewing it as a whole, organizing the relationships among these parts, identifying relevant system boundaries, and considering the role of humans. However, there was little evidence of engagement with the dynamic nature of systems. Students valued learning the molecular-level chemistry of surfactants, as the context-based approach highlighted the relevance of chemistry in their lives. They endorsed the role of chemistry in sustainability and were motivated to make a difference. The activity conformed to Talanquer’s chemical systems thinking framework and met the primary goal of introducing Systems Thinking in Chemistry Education, to orient Chemistry for sustainability.