If you are an educator looking for resources to support current or future inclusion of systems thinking in your teaching, then you probably already have some unique, individual views concerning the potential challenges and rewards inherent in the development/implementation of curricular changes. We are here to help! As a community of educators who understand the […]
The King’s Centre for Visualization in Science (KCVS)1 generates electronic interactive visualizations to help students and the public see and understand science. Around 500,000 unique visitors from 110 different countries use KCVS resources each year. A strong focus for KCVS is to collaborate with local, national and global partners to provide tools and resources for […]
Vicente Talanquer and Alisha R. Szozda
Sarah York and MaryKay Orgill
Alice Jackson and Glenn A. Hurst
The International Organization for Chemical Sciences in Development (IOCD)1 is a not-for-profit, non-governmental organization launched in 1981. IOCD’s mission is to promote the pursuit and application of the chemical sciences for sustainable, equitable human development and economic growth. It does this through the operation of Action Groups, Projects and Working Groups: current activities include Materials […]
Click the Read More button to learn how to plan, implement and assess systems thinking, with examples.
Journal of Chemical Education | Vol 96, No 12 (acs.org) This special issue topic was a group effort of the IUPAC Committee on Chemistry Education, the ACS Green Chemistry Institute, and the ACS Committee on Environmental Improvement. Papers in the issue are intended to be the inaugural global reference point for literature on systems thinking in chemistry […]
SOCKit, the SOCME Online Construction Kit, is an interactive, dynamic, web-based tool for creating and exploring SOCMEs (System-Oriented Concept Map Extension), created by the King’s Centre for Visualization in Science. Concepts can be connected by labeled, directional links. Related concepts can be grouped into subsystems, which helps users divide complex systems into more manageable chunks; […]
The Planetary Boundaries framework, first published by the Stockholm Resilience Centre in 2009, is a great example of using systems thinking to understand sustainability issues. The framework describes nine Earth system processes─biosphere integrity, climate change, novel entities, aerosols, stratospheric ozone, ocean acidification, fresh water, land use, and biogeochemical flows ─that collectively quantitatively assess the state […]
Follow the link below for some general suggestions to think about when creating SOCMEs. Taken from the help pages at SOCKit (the SOCME Online Construction Kit), by the King’s Centre for Visualization in Science. On the SOCKit tips page you will find information on where to start when making a SOCME, how to add concepts […]
SageModeler is a free online simulation tool designed for diagramming and modeling dynamic interactions among components of a system. Users lay out the components of a system, set their initial conditions, and define their interactions. Strength of interactions can be controlled with “valves”. Connections are unlabelled. The simulation can then model how changing levels of one component […]
Loopy is a free online simulation tool designed for modeling systems using causal loop diagrams. Users lay out the components of the system and link them with positive or negative connections. (In a positive connection, an increase in the first component leads to an increase in the second. In a negative connection, an increase in […]
A SOCME, or System-Oriented Concept Map Extension, is a way to visualize the components and interactions of a system using a concept map. A “system” can be thought of as any collection of components that interact with each other. These could be anything from atoms to oceans to food security. (In fact, it can be […]
Micke Reynders, Lynne A Pilcher, and Marietjie Potgieter
Alisha R. Szozda, Peter G. Mahaffy, and Alison B. Flynn
Alisha R. Szozda, Kathryn Bruyere, Hayley Lee, Peter G. Mahaffy, and Alison B. Flynn
Robert P. MacDonald, Anna N. Pattison, Sarah E. Cornell, Ashley K. Elgersma, Sarah N. Greidanus, Sydney N. Visser, Melanie Hoffman, and Peter G. Mahaffy
Pier Luigi Gentili
MaryKay Orgill, Sarah York, and Jennifer MacKellar
David J. C. Constable, Concepción Jiménez-González, and Stephen A. Matlin
Jeannie Kornfeld and Scott Stokoe
Samuel Pazicni and Alison B. Flynn
Sarah York, Rea Lavi, Yehudit Judy Dori, and MaryKay Orgill
Katherine B. Aubrecht, Yehudit Judy Dori, Thomas A. Holme, Rea Lavi, Stephen A. Matlin, MaryKay Orgill, and Heather Skaza-Acosta
Jillian L. Blatti, John Garcia, Danyal Cave, Felix Monge, Anthony Cuccinello, Jennifer Portillo, Betsy Juarez, Ellen Chan, and Frieda Schwebel
Peter G. Mahaffy, Stephen A. Matlin, J. Marc Whalen, and Thomas A. Holme
Sungki Kim, Hee Choi, and Seoung-Hey Paik
Andrew C. Eaton, Seamus Delaney, and Madeleine Schultz
Jonathan L. Miller, Michael T. Wentzel, James H. Clark, and Glenn A. Hurst
Whitney C. Fowler, Jeffrey M. Ting, Siqi Meng, Lu Li, and Matthew V. Tirrell
Felix M. Ho
James E. Hutchison
Subhalakshmi Nagarajan and Tina Overton
STCS 2030+ is a project to extend systems thinking into three main strands: sustainability, formal chemistry education, and chemical industry.
This project brings together a distinguished task force of global chemistry and chemistry education leaders to articulate learning objectives for infusing systems thinking and sustainability considerations into the formal teaching of chemistry. The project group will also suggest strategies to guide the use of these learning objectives in the design of curriculum and selection of engaging pedagogies.
Kathleen C. Murphy, Meghna Dilip, Joseph G. Quattrucci, Susan M. Mitroka, and Jeremy R. Andreatta
Katherine B. Aubrecht, Marie Bourgeois, Edward J. Brush, Jennifer MacKellar, and Jane E. Wissinger
Mahaffy, P. G.; Matlin, S. A.; Holme, T. A.; MacKellar. J.
Mahaffy, P. G.; Krief, A.; Hopf, H.; Matlin, S. A.
Matlin, S. A.; Mehta, G.; Hopf, H.; Krief, A.
This project's main target is to allow students to learn about e-waste from a chemical perspective and inspire educators to develop their ideas on this important topic related to sustainable chemistry.
This new project aims at interlinking basic sciences-relevant activities of IUPAC on Green Chemistry with sustainable development goals to demonstrate the excellence and contributions of IUPAC. This project particularly focuses on accomplishing the systematic analysis of chemical sciences-relevant activities of various Divisions and Committees of IUPAC according to the Sustainable Development Goals.
This project wants to address the green chemistry impact toward the upcoming 2050 Green Deal including promoting “climate-neutral bloc” and sustainable development in chemistry and also in the industry.
The objective of this project is to improve understanding of the use of practical work in high school chemistry classes, in particular in relation to the integration of concepts of sustainability.
The project aims to facilitate a profitable and continuous exchange of ideas and information among the students, the instructors and the different stakeholders for the establishment of long-lasting scientific relationships. All these students will be ambassadors of Green Chemistry in their institutions, in their Countries, and to their peers, and so invited to form international networks of scientists.
This project aims to assess the contribution of IUPAC projects to the achievement of the 17 Sustainable Development Goals (SDGs) that are integrated and balance the three dimensions of sustainable development: economy, society, and environment.
The 5th African Conference on Research in Chemistry Education (ACRICE) will be held in Cairo, Egypt and The Committee on Chemistry Education (CCE) has been invited to collaborate with the conference organisers to present a one-day workshop on systems thinking in chemistry education on the second day of the conference.
This project aims to connect and engage chemists and related professionals from the chemistry enterprise in taking effective actions towards sustainability targeting the UN SDGs and keeping track of their progress.
These workshops aim to introduce systems thinking to secondary school teachers and then consider its usefulness in teaching science and chemistry, especially to help students connect chemistry to global sustainability challenges.