MaryKay Orgill, Sarah York, and Jennifer MacKellar
Journal of Chemical Education 2019 96 (12), 2720-2729
DOI: 10.1021/acs.jchemed.9b00169
A reductionist approach in science education and research is not sufficient to address global challenges such as sustainability, pollution, climate change, and poverty. This article, in conjunction with the Systems Thinking in Chemistry Education (STICE) project, argues for the need for science, specifically chemistry, to advance in its methods and pedagogies to include systems thinking at its core. Characteristics, skills, and the development of systems thinking are explained in this article to provide educators with enough information to consider the incorporation of systems thinking in their courses.