Identifying Chemistry Students’ Baseline Systems Thinking Skills when Constructing System Maps on Climate Change
Chemistry knowledge is essential in addressing solutions to complex global challenges such as achieving the United Nations’ Sustainable Development Goals. However, current teaching methods in chemistry often lack connections to global issues; without explicit practice and assessment, students cannot be expected to make these connections. Systems thinking (ST) has been proposed as part of an approach that aims to examine complex phenomena from a holistic perspective to prepare future scientists for the work needed to address these emerging global issues.