02744nam a22002897a 450000500170000000800410001702200140005803700190007208200100009110000600010124501540016126000470031530000190036249000510038150500630043252016260049565000150212165000330213665000320216965000290220165000250223065000210225585600620227694200080233895200910234699900170243720231020124853.0231020b           ||||| |||| 00| 0 eng d  a0021-9584  bRIEBPL Library  a540.7  aAlisha R. Szozda, Peter G. Mahaffy, and Alison B. Flynn  a Identifying Chemistry Students’ Baseline Systems Thinking Skills When Constructing System Maps for a Topic on Climate Changeb   (Journal Article)  aUSAb:American Chemical Societyc,May 2023  a 1763–1776p.  aAmerican Chemical Society, Volume 100, Issue 5  a***______{For Hard Copy, Please visit Library.}________***  aAbstract-

New resources have recently been emerging for educators to implement systems thinking (ST) in chemistry education, including a proposed set of ST skills. While these efforts aim to make ST implementation easier, little is known about how to assess these skills in a chemistry context. In this study, we investigated ST skills employed by students who constructed system maps of a topic related to climate change. Eighteen undergraduate chemistry students from first- to third-year participated in this study. We designed and implemented a ST intervention to capture how students engaged with three ST tasks, performed individually and collaboratively. In our analysis, we focused on 11 ST skills that aligned with five characteristics proposed in a recent study. We found that participants demonstrated most of these ST skills when engaging with the ST tasks, with nuances. Participants’ system maps: (1) lacked concepts and connections at the submicroscopic level, (2) included multiple types of connections but few circular loops and causal connections, (3) lacked causal reasoning, although participants did predict how their system maps changed over time, (4) demonstrated the breadth of connections but did not describe human connections to the underlying chemistry of climate change topics. These findings identify aspects of ST where chemistry educators need to place emphasis when teaching ST skills to chemistry students and when guiding learning activities and other assessments. Using our findings, we created an adaptable ST rubric for the chemistry community as a tool for assessing ST skills.

  aAssessment  aUpper-Division Undergraduate  a Second-Year Undergraduate   aFirst-Year Undergraduate  aQualitative Analysis  aSystems Thinking  uhttps://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.2c00955  cPER  00104070aRIEBPLbRIEBPLd2023-10-20l0o540.7r2023-10-20 00:00:00w2023-10-20yPER  c44547d44546