Using Systems Maps to Visualize Chemistry Processes: Practitioner and Student Insights
Abstract
:1. Introduction
…an approach to addressing problems that incorporates the complexity of the whole system in a holistic manner, including intended and unintended consequences, and a cognitive skill. [6](p. 2620)
A broader definition of maps, allowing for data collection based on a participant’s generated visual expression of meaning, is more in line with the theoretical starting place generally associated with qualitative research [36](pp. 71–72)
Components or the different parts (the ‘who’ and ‘what’) that are involved in the function of a selected practice; connections between components that exhibit how students believe components are related (e.g., inputs and outputs); feedback loops, visible when outputs are fed back into a system as inputs. [37](p. 1511)
2. Context and Methodology
3. Results and Discussion
3.1. Vignette 1
- (a)
- an essay comparing current research for two different systems they had studied, and their respective effects on SDGs;
- (b)
- construction of a system map for a process with which they were familiar, the interconversion of ethylene and ethanol; and
- (c)
- evaluation of a systems map drawn by the teacher on the Solvay Process, which they had not previously seen, in relation to SDGs.
3.1.1. Teacher Reflections
3.1.2. Student Perceptions
You actually have to really think about the broad impact of it, you know, “what’s that ethanol then being used for? How’s that affecting every single part of society?” And on top of that, “where is the ethanol coming from? And how is that impacting everything?” It’s like, on its own, it’s almost like doing a Depth Study for each systems map. So you’re looking more in depth into the reactions rather than just doing a surface level, “this is the reaction, this plus this equals this…”
I really enjoyed doing the map. I liked—you break it down into its specific aspects… …It makes it, it gives a really good visual demonstration of its true benefits, benefits and negatives and like neutral aspects of the processes… …so it’s definitely a broader focus on science in general, rather than just chemistry.
I found it really helpful. Writing down the positives and negatives, and then you find out like, explosives, it actually has a positive, I guess, but then, it obviously has heaps of negatives… You find things that, oh, wow, that actually has a negative effect, even though I thought it was a quite positive thing. But it has a negative effect on the environment.
I felt was more like geography than chemistry to be 100% honest, ‘cause it was more about the increasing jobs and environmental impact. It’s not how I picture chemistry.
3.2. Vignette 2
3.2.1. Teacher Implementation of Systems Thinking Using Mapping Exercises
3.2.2. Teacher Perceptions and Reflections
I didn’t spend as much [time] explaining what systems mapping was, because I did this with my year 11 s, and I remember that I chose not to, because I was behind curriculum…
…I did an activity, system mapping for year 9 s with acid rain, we had an acid rain practical investigation, it was great to see them thinking about other impacts. So for them, they weren’t able to see impacts such as economic impacts beyond chemistry, and it was great to have a discussion, and I thought it was really quite powerful. And I did the same thing with global warming with my year 9 s again, and again, we had a conversation about using fossil fuels and renewable energy. And so yeah, definitely lots of positive impacts in my teaching…
[At the start of the project] to be honest, I was a little hesitant as to how it would work. But I think this is something definitely I would want to think about doing more in my senior years. It’s just trying to make the year 12 s or 11 s see that this is an important activity, rather than a feelgood activity, if you know what I mean. Because it was so powerful in year 9, but in year 12, or 11, I feel like their engagement with this sort of activity isn’t as strong.
And it is hard to sell for the students to a certain extent, depending on the students… not everyone likes, you know, that kind of exploration. So, “why are we learning all this?” Not all of them enjoy that. They just want you to give them the facts, and what do I need to know, and need to practice. So it is a little bit difficult to sort of sell that.
It really sort of makes me see how you can really use chemistry to change people’s perception on how they live their lives, which I think affects me more personally, rather than the way the students see this. “Oh, where do I get this from? Can I recycle this?”… I feel I started thinking about those things a lot more after I become more aware of the whole idea of a circular economy. I think I definitely appreciate it more.
I think they found the visual very useful when you have a lot of content that they need to remember and also the connections between them.
I was always, you know, passionate about teaching sustainability, but I guess this project’s given me kind of a more clear understanding and how to do that via chemistry education.
The mapping worked. The students were able to make the broader real world connections with the topic. Often students miss these connections, particularly the unintended uses/consequences/outcomes of materials, and linking it with the SDGs gave it real depth and richness. I also think the polymers topic was an excellent introduction point for this type of task. Doing it in Unit 1 then allows for the Systems Thinking approach to be built upon as students move through the course.
I plan to do it again. I think I would spend additional time on teaching about Systems Thinking and how to construct the maps. I went with quite a student-led approach, letting them ‘do it their way’. Whilst I guided with key information, some of their representations left a lot to be desired. Systems Thinking in itself is a concept which requires teaching, before adding content to it.
T5: I don’t feel that maps as assessment would be a fair representation of all students’ understanding. There is potential for them to be used in conjunction with another task to create a richer assessment task, but I would not use this as a stand-alone assessment piece.
T6: And in that sense, there maybe wasn’t a strong kind of assessment outcome from it. It was just an activity done for the sake of, hey, let’s learn about Systems Thinking. So I thought that was my personal biggest limitation: Implementing that with my class.
3.2.3. Post-Survey
3.3. Vignette 3
- (a)
- Smelting iron ore: Fe2O3(s) + 3 CO(g) → 2 Fe(l) + 3 CO2(g)
- (b)
- Addition polymerization: n C2H4(l) → (C2H2)n
- (c)
- Dissolving calcium carbonate (seashells) in oceans at lower pH: CaCO3(aq) ⇌ Ca2+(aq) + CO32−(aq)
- (d)
- Forming pure Aluminium from Bauxite ore: 2 Al2O3(s) → 4 Al(l) + 3 O2(g)
4. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
- UNESCO. Learn for Our Planet: A Global Review of How Environmental Issues Are Integrated in Education; UNESCO: Paris, France, 2021; Available online: https://unesdoc.unesco.org/ark:/48223/pf0000377362 (accessed on 31 May 2022).
- Gilbert, J. Transforming Science Education for the Anthropocene—Is It Possible? Res. Sci. Educ. 2016, 46, 187–201. [Google Scholar] [CrossRef]
- Monroe, M.C.; Plate, R.R.; Oxarart, A.; Bowers, A.; Chaves, W.A. Identifying effective climate change education strategies: A systematic review of the research. Environ. Educ. Res. 2019, 25, 791–812. [Google Scholar] [CrossRef]
- Mahaffy, P.G.; Krief, A.; Hopf, H.; Mehta, G.; Matlin, S.A. Reorienting chemistry education through systems thinking. Nat. Rev. Chem. 2018, 2, 126. [Google Scholar] [CrossRef]
- Mahaffy, P.G.; Matlin, S.A.; Holme, T.A.; MacKellar, J. Systems thinking for education about the molecular basis of sustainability. Nat. Sustain. 2019, 2, 362–370. [Google Scholar] [CrossRef]
- Delaney, S.; Ferguson, J.P.; Schultz, M. Exploring opportunities to incorporate systems thinking into secondary and tertiary chemistry education through practitioner perspectives. Int. J. Sci. Educ. 2021, 43, 2618–2639. [Google Scholar] [CrossRef]
- York, S.; Lavi, R.; Dori, Y.J.; Orgill, M. Applications of Systems Thinking in STEM Education. J. Chem. Educ. 2019, 96, 2741–2751. [Google Scholar] [CrossRef]
- Michalopoulou, E.; Shallcross, D.E.; Atkins, E.; Tierney, A.; Norman, N.C.; Preist, C.; O’Doherty, S.; Saunders, R.; Birkett, A.; Willmore, C.; et al. The End of Simple Problems: Repositioning Chemistry in Higher Education and Society Using a Systems Thinking Approach and the United Nations’ Sustainable Development Goals as a Framework. J. Chem. Educ. 2019, 96, 2825–2835. [Google Scholar] [CrossRef]
- Next Generation Science Standards. Human Sustainability. 2013. Available online: https://www.nextgenscience.org/topic-arrangement/hshuman-sustainability (accessed on 31 May 2022).
- ACARA. Sustainability. ACARA. Available online: https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/sustainability/ (accessed on 31 May 2022).
- Szozda, A.R.; Bruyere, K.; Lee, H.; Mahaffy, P.G.; Flynn, A.B. Investigating educators’ perspectives towards systems thinking in chemistry education from international contexts. J. Chem. Educ. 2022, 99, 2474–2483. [Google Scholar] [CrossRef]
- Fisher, M.A. Systems Thinking and Educating the Heads, Hands, and Hearts of Chemistry Majors. J. Chem. Educ. 2019, 96, 2715–2719. [Google Scholar] [CrossRef]
- Petillion, R.J.; Freeman, T.K.; McNeil, W.S. United Nations Sustainable Development Goals as a Thematic Framework for an Introductory Chemistry Curriculum. J. Chem. Educ. 2019, 96, 2845–2851. [Google Scholar] [CrossRef]
- Summerton, L.; Clark, J.H.; Hurst, G.A.; Ball, P.D.; Rylott, E.L.; Carslaw, N.; Creasey, J.; Murray, J.; Whitford, J.; Dobson, B.; et al. Industry-Informed Workshops to Develop Graduate Skill Sets in the Circular Economy Using Systems Thinking. J. Chem. Educ. 2019, 96, 2959–2967. [Google Scholar] [CrossRef] [PubMed]
- Nagarajan, S.; Overton, T. Promoting Systems Thinking Using Project- and Problem-Based Learning. J. Chem. Educ. 2019, 96, 2901–2909. [Google Scholar] [CrossRef]
- Tytler, R.; Osborne, J. Student Attitudes and Aspirations Towards Science. In Second International Handbook of Science Education; Fraser, B.J., Tobin, K., McRobbie, C.J., Eds.; Springer: Dordrecht, The Netherlands, 2012; pp. 597–625. [Google Scholar]
- Education for Sustainability and the Australian Curriculum Project: Final Report for Research Phases 1 to 3, Australian Education for Sustainability Alliance, Melbourne, Australia. 2014. Available online: http://www.aaee.org.au/wp-content/uploads/2017/08/AAEE-Education-for-Sustainability-and-the-Australian-Curriculum-Project-Final-Report-2015.pdf (accessed on 31 May 2022).
- Timms, M.J.; Moyle, K.; Weldon, P.R.; Mitchell, P. Challenges in STEM Learning in Australian Schools, Policy Insights; Australian Council for Educational Research: Camberwell, VIC, Australia, 2018; Volume 6, Available online: https://research.acer.edu.au/cgi/viewcontent.cgi?article=1007&context=policyinsights (accessed on 31 May 2022).
- Hay, D.; Kinchin, I. Using concept mapping to measure learning quality. Educ. Train. 2008, 50, 167–182. [Google Scholar] [CrossRef]
- Tytler, R.; Prain, V.; Hubber, P.; Waldrip, B. Constructing Representations to Learn in Science; Sense Publishers: Rotterdam, The Netherlands, 2013. [Google Scholar]
- Novak, J.D. Concept mapping: A useful tool for science education. J. Res. Sci. Teach. 1990, 27, 937–949. [Google Scholar] [CrossRef]
- Davies, M. Concept mapping, mind mapping and argument mapping: What are the differences and do they matter? High. Educ. 2011, 62, 279–301. [Google Scholar] [CrossRef]
- Santiago, H.C. Visual Mapping to Enhance Learning and Critical Thinking Skills. Opt. Educ. 2011, 36, 125–139. [Google Scholar]
- Hanisch, S.; Eirdosh, D. Causal Mapping as a Teaching Tool for Reflecting on Causation in Human Evolution. Sci. Educ. 2021, 30, 993–1022. [Google Scholar] [CrossRef]
- Neiles, K.Y.; Todd, I.; Bunce, D.M. Establishing the Validity of Using Network Analysis Software for Measuring Students’ Mental Storage of Chemistry Concepts. J. Chem. Educ. 2016, 93, 821–831. [Google Scholar] [CrossRef]
- Elam, M.; Solli, A.; Mäkitalo, Å. Socioscientific issues via controversy mapping: Bringing actor-network theory into the science classroom with digital technology. Discourse Stud. Cult. Politics Educ. 2019, 40, 61–77. [Google Scholar] [CrossRef]
- Matlin, S.A. Introducing the SOCME Tool for Systems Thinking in Chemistry; Technical Resource; International Organization for Chemical Sciences in Development: Namur, Belgium, 2020; Available online: http://www.iocd.org/v2_PDF/2020-TechRes0301-SOCME-Intro.pdf (accessed on 31 May 2022).
- Stjernfelt, F. Diagrammatology: An Investigation on the Borderlines of Phenomenology, Ontology, and Semiotics; Springer: Dordrecht, The Netherlands, 2007. [Google Scholar]
- Stjernfelt, F. Natural Propositions: The Actuality of Peirce’s Doctrine of Dicisigns; Docent Press: Boston, MA, USA, 2014. [Google Scholar]
- Cox, M.; Steegen, A.; Elen, J. Using Causal Diagrams to Foster Systems Thinking in Geography Education. Int. J. Des. Learn. 2018, 9, 34–48. [Google Scholar] [CrossRef]
- Budd, J.W. Mind Maps As Classroom Exercises. J. Econ. Educ. 2004, 35, 35–46. [Google Scholar] [CrossRef]
- Burrows, N.L.; Mooring, S.R. Using concept mapping to uncover students’ knowledge structures of chemical bonding concepts. Chem. Educ. Res. Prac. 2015, 16, 53–66. [Google Scholar] [CrossRef]
- Chang, H.-Y.; Lin, T.-J.; Lee, M.-H.; Lee, S.W.-Y.; Lin, T.-C.; Tan, A.-L.; Tsai, C.-C. A systematic review of trends and findings in research employing drawing assessment in science education. Stud. Sci. Educ. 2020, 56, 77–110. [Google Scholar] [CrossRef]
- Tytler, R.; Prain, V.; Aranda, G.; Ferguson, J.; Gorur, R. Drawing to reason and learn in science. J. Res. Sci. Teach. 2020, 57, 209–231. [Google Scholar] [CrossRef]
- Aubrecht, K.B.; Dori, Y.J.; Holme, T.A.; Lavi, R.; Matlin, S.A.; Orgill, M.; Skaza-Acosta, H. Graphical Tools for Conceptualizing Systems Thinking in Chemistry Education. J. Chem. Educ. 2019, 96, 2888–2900. [Google Scholar] [CrossRef]
- Wheeldon, J.; Faubert, J. Framing Experience: Concept Maps, Mind Maps, and Data Collection in Qualitative Research. Int. J. Qual. Methods 2009, 8, 68–83. [Google Scholar] [CrossRef]
- Jablonski, E.; Abrams, E.; Honwad, S.; Marhefka, E.; Eckert, R.; Middleton, M. SMART: Systems mapping analysis research tool. Proceedings of European Science Education Research Association conference, Dublin, Ireland, 21–25 August 2017. [Google Scholar]
- Eaton, A.C.; Delaney, S.; Schultz, M. Situating Sustainable Development within Secondary Chemistry Education via Systems Thinking: A Depth Study Approach. J. Chem. Educ. 2019, 96, 2968–2974. [Google Scholar] [CrossRef]
- Delaney, S.; Schultz, M. Honouring the Ethos of Co-design Methodology in Contemporary Socio-scientific Teaching Research. In Methodological Approaches to STEM Education; White, P., Tytler, R., Cripps Clark, J., Ferguson, J., Eds.; Cambridge Scholars Publishing: Cambridge, UK, 2022; Volume 3. [Google Scholar]
- Capobianco, B.M.; Feldman, A. Repositioning Teacher Action Research in Science Teacher Education. J. Sci. Teach. Educ. 2010, 21, 909–915. [Google Scholar] [CrossRef]
- Pine, G.J. Teacher Action Research: Building Knowledge Democracies; Sage Publications: Thousand Oaks, CA, USA, 2009. [Google Scholar]
- Tytler, R.; Hobbs, L.; Brown, J.; White, P.; Campbell, C.; Cripps Clark, J.; Delaney, S.; Herbert, E.; Peters, A.; Sawatzki, C.; et al. Theory and practice relations in design-based research: Designing professional learning with teachers teaching mathematics and science out-of-field. In Methodological Approaches to STEM Education Research; White, P.J., Tytler, R., Ferguson, J., Cripps Clark, J., Eds.; Cambridge Scholars Publishing: Cambridge, UK, 2021; Volume 2. [Google Scholar]
- Ferguson, J.; Aranda, G.; Tytler, R.; Gorur, R. Video research: Purposeful selection from rich data sets. In Video-Based Research in Education; Xu, L., Aranda, G., Widjaja, W., Clarke, D., Eds.; Routledge: London, UK, 2018; pp. 124–139. [Google Scholar]
- NSW Education Standards Authority. Depth Studies: Year 11 and 12. Available online: https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-science/chemistry-2017/depth-studies (accessed on 31 May 2022).
- NSW Education Standards Authority. Science Stage 6. Available online: https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-science/ (accessed on 31 May 2022).
- McNiff, J.; Whitehead, J. You and Your Action Research Project; Routledge: London, UK, 2016. [Google Scholar]
- Victorian Curriculum and Assessment Authority. Chemistry Study Design. 2016. Available online: https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/chemistry/Pages/index.aspx (accessed on 31 May 2022).
- Orgill, M.; York, S.; MacKellar, J. Introduction to Systems Thinking for the Chemistry Education Community. J. Chem. Educ. 2019, 96, 2720–2729. [Google Scholar] [CrossRef]
- International Baccalaureate. Chemistry. Available online: https://www.ibo.org/programmes/diploma-programme/curriculum/sciences/chemistry/ (accessed on 24 August 2022).
- York, S.; Orgill, M. ChEMIST Table: A Tool for Designing or Modifying Instruction for a Systems Thinking Approach in Chemistry Education. J. Chem. Educ. 2020, 97, 2114–2129. [Google Scholar] [CrossRef]
- Victorian Curriculum and Assessment Authority. Learning about Sustainability. 2017. Available online: https://victoriancurriculum.vcaa.vic.edu.au/static/docs/Learning%20about%20Sustainability%20Mapping%20document%2020%20Jan%202017.docx (accessed on 31 May 2022).
- Cook, T. The purpose of mess in action research: Building rigour though a messy turn. Educ. Action Res. 2009, 17, 277–291. [Google Scholar] [CrossRef]
Teacher Code | Teacher Experience | Type of School | Curriculum | Number of Students | Implementation Year(s) | Systems Maps Topics |
---|---|---|---|---|---|---|
T1 | >20 years | Regional private | NSW | 7–10 per year | 2019–2022 | Biofuels, Haber, Contact, Solvay, esterification |
T2 | 6–10 | Selective public girls’ school | Vic | 39 | 2020 | Acid rain, ocean acidification |
T3 | 1–5 | Public | Vic | 25 | 2020 | Ocean acidification, fuels, N95 masks, hydrogen |
T4 | 1–5 | Public | Vic | 20 | 2020 | N95 masks, fertilizers |
T5 | 6–10 | Regional catholic | Vic | 19 | 2020 | Polyvinyl chloride (PVC), Polylactic acid (PLA), water |
T6 | 10–15 | Independent girls’ school | IB | 13 | 2020 | Polypropylene |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Schultz, M.; Chan, D.; Eaton, A.C.; Ferguson, J.P.; Houghton, R.; Ramdzan, A.; Taylor, O.; Vu, H.H.; Delaney, S. Using Systems Maps to Visualize Chemistry Processes: Practitioner and Student Insights. Educ. Sci. 2022, 12, 596. https://doi.org/10.3390/educsci12090596
Schultz M, Chan D, Eaton AC, Ferguson JP, Houghton R, Ramdzan A, Taylor O, Vu HH, Delaney S. Using Systems Maps to Visualize Chemistry Processes: Practitioner and Student Insights. Education Sciences. 2022; 12(9):596. https://doi.org/10.3390/educsci12090596
Chicago/Turabian StyleSchultz, Madeleine, Drew Chan, Andrew C. Eaton, Joseph P. Ferguson, Rebecca Houghton, Adlin Ramdzan, Oliver Taylor, Hanh H. Vu, and Seamus Delaney. 2022. "Using Systems Maps to Visualize Chemistry Processes: Practitioner and Student Insights" Education Sciences 12, no. 9: 596. https://doi.org/10.3390/educsci12090596