持续性
化学教育
系统思维
工程伦理学
批判性思维
化学
工作(物理)
透视图(图形)
管理科学
计算机科学
社会学
工程类
教育学
质量(理念)
认识论
哲学
机械工程
生态学
人工智能
生物
作者
Vicente Talanquer,Alisha Szozda
标识
DOI:10.1021/acs.jchemed.4c00216
摘要
Chemical ways of knowing, thinking, and acting are critical for finding solutions to complex global challenges and achieving the United Nations' Sustainable Development Goals. Reorienting chemistry education using a systems thinking (ST) perspective can help us better equip students with the knowledge, skills, and dispositions that they need to contribute to these efforts. To support this needed educational reform, we describe in this article an educational framework that can guide and facilitate the work of chemistry educators when planning, implementing, and assessing chemistry units, modules, or lessons using an ST approach. This framework is an outcome of the IUPAC Systems Thinking in Chemistry for Sustainability: 2030 and Beyond (STCS 2030+) project, which seeks to provide resources and tools on ST and sustainability to the chemistry and chemistry education communities.
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