Systems Thinking in Science Education and Outreach toward a Sustainable Future

Abstract

Systems thinking, interdisciplinary research projects, and creative problem solving are ways to frame modern chemistry curricula to inspire the next generation of scientists, engineers, teachers, and citizens to use their skills and education to create a sustainable future. By integrating planetary boundaries, green chemistry, and the UN sustainable development goals, we use a systems thinking approach in undergraduate education and outreach to a range of diverse populations to drive discussion, exploration of scientific principles, and teach students how they can use chemistry to solve the distinctive challenges of the anthropocene. Interdisciplinary research projects employ critical thinking, problem solving, and creativity as part of the scientific method. Translating undergraduate research in nanotechnology, renewable energy, and sustainability into lesson plans and engaging in outreach to diverse populations promotes equity in science education and encourages underrepresented groups to seek careers in a scientific field. Community college students act as role models in outreach as they teach chemistry using a systems thinking approach, connect sustainability to STEM careers that can make a positive impact on local communities, and show underrepresented groups that they are needed in these disciplines. Engaging, interdisciplinary laboratories used in outreach, such as the synthesis of algae biodiesel, making paints from natural resources, sustainable agriculture and engineering, and DNA origami, access all aspects of systems thinking. Using systems thinking as a framework in science education and outreach teaches students the significance and relevance of chemistry while creating a platform for women and underrepresented groups to learn how important their representation is to contribute to a sustainable, equitable future.

Attempts, Successes, and Failures of Distance Learning in the Time of COVID-19

“…• teaching life skills 73,74 necessary for the postcrisis world, such as creativity, 75 innovation, autonomy, resilience, adaptability, communication, and collaboration, empathy, and emotional intelligence • unlocking new technologies to offer engaging and motivating education programs This last aspect was targeted during this semester, but more interactions are necessary. Examples worthy of mention are the development of quizzes during videoconferences to motivate students, the establishment of regular question/answer sessions to guide students or give and receive feedback, the implementation of more support materials such as video, AR, VR, filmed visual experiments, 76−84 or 360°laboratory visits, 85,86 and more distant measurements.…”

Experimental Work in Science Education from Green Chemistry Perspectives: A Systematic Literature Review Using PRISMA

“…Preservice teachers (tertiary education-pedagogical studies) were addressed in nine articles. Some of these articles described examples of the integration of green chemistry experimental work [39,83,[92][93][94][95][96][97], whereas others evaluated activities for integration of green chemistry into experimental work [95,97,98]. The incorporation of green chemistry experiments into the education of pre-service teachers was recognized as a way to promote the development of students' pro-environmental attitudes, values, knowledge, and motivation [39,[95][96][97].…”

The Evolution of Environmental Education as a Driver for Improving the Technologies of Managing the Use of Natural Resources

“…Based on numerous comprehensive studies, it is obvious that the world has come to the threshold demanding a radical change of value orientation of each person and mankind in general, observance of a priority of natural prerequisites in natural and historical development (Hellqvist, 2019;Blatti et al, 2019;Boyd, 2019;Hirst, 2019; Bascopé, Perasso and Reiss, 2019; Sawitri, 2017). Therefore, the problem of the relationship between society and nature is one of the eternal problems of mankind.…”