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Education Sciences
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The Systems Thinking Approach to Science Education
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The Systems Thinking Approach to Science Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: closed (15 June 2022) | Viewed by 8621

Special Issue Editors

Dr. Mario Pagliaro

E-Mail Website
Guest Editor
Sicily's Solar Pole and Istituto per lo Studio dei Materiali Nanostrutturati, CNR, via U. La Malfa 153, 90146 Palermo, PA, Italy
Interests: nanochemistry; solar energy; catalysis; chemistry education; science communication
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Laura M. Ilharco

E-Mail Website
Guest Editor
Centro de Química-Física Molecular and IN-Institute of Nanoscience and Nanotechnology, Instituto Superior Técnico, University of Lisboa, Complexo I, Avenida Rovisco Pais 1, 1649-004 Lisboa, Portugal
Interests: sol-gel materials; nanochemistry; infrared spectroscopy; bioeconomy; aerogels

Special Issue Information

Dear Colleagues, 

Systems thinking, a useful means to obtain knowledge, is rapidly emerging as a novel and fruitful approach to science education. For instance, at present, systems thinking is widely and increasingly applied in chemistry, biology, medicine, earth sciences, and engineering education.

Relying on this learning strategy to engage and educate undergraduate students in most scientific disciplines has numerous and tangible benefits. Students, for example, are provided with a deeper understanding of many natural phenomena based on systems theory (a system is a theoretical concept) that will be instrumental when, leaving academia, they face the many complex problems of today’s societies.

Furthermore, systems thinking may help to improve the way that universities, attempting to attract bright students, deliver their educational service to students in both economically developed and developing countries.

This Special Issue aims to present the opportunities—and the challenges to be met—when adopting a systems view (theory) in conceiving and delivering scientific education. Contributions of scholars and practitioners from different scientific fields and countries are warmly solicited.

Dr. Mario Pagliaro
Prof. Dr. Laura M. Ilharco
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Published Papers (3 papers)

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Editorial

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9 pages, 1240 KiB  
Editorial
Silanes for Building Protection: A Case Study in Systems Thinking Approach to Materials Science Education
by Rosaria Ciriminna, Yael Albo, Alexandra Fidalgo, Laura Ilharco and Mario Pagliaro
Educ. Sci. 2020, 10(7), 171; https://doi.org/10.3390/educsci10070171 - 29 Jun 2020
Cited by 3 | Viewed by 3312
Abstract
Silanes, and organically modified silanes in particular, are commercially used to protect the built environment from deterioration and, in indoor applications, to minimize water vapor condensation and microbiological contamination. Increasing their uptake, we argue in this study, includes the need to adopt a [...] Read more.
Silanes, and organically modified silanes in particular, are commercially used to protect the built environment from deterioration and, in indoor applications, to minimize water vapor condensation and microbiological contamination. Increasing their uptake, we argue in this study, includes the need to adopt a systems-thinking view of this green chemistry technology. After identifying the key advantages of these coatings, we highlight important educational consequences to undergraduate courses and doctoral programs in chemistry and materials science which are common in many research topics, well beyond nanocoating science and technology. Full article
(This article belongs to the Special Issue The Systems Thinking Approach to Science Education)
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Research

Jump to: Editorial

19 pages, 4257 KiB  
Article
Using Systems Maps to Visualize Chemistry Processes: Practitioner and Student Insights
by Madeleine Schultz, Drew Chan, Andrew C. Eaton, Joseph P. Ferguson, Rebecca Houghton, Adlin Ramdzan, Oliver Taylor, Hanh H. Vu and Seamus Delaney
Educ. Sci. 2022, 12(9), 596; https://doi.org/10.3390/educsci12090596 - 31 Aug 2022
Cited by 5 | Viewed by 2466
Abstract
Discussing socio-scientific issues in a secondary chemistry classroom poses a challenge to traditional classroom practice because students and teachers need to think more broadly about chemical processes. Allowing students to create open-ended maps to generate and represent their understanding of socio-scientific issues while [...] Read more.
Discussing socio-scientific issues in a secondary chemistry classroom poses a challenge to traditional classroom practice because students and teachers need to think more broadly about chemical processes. Allowing students to create open-ended maps to generate and represent their understanding of socio-scientific issues while also learning chemistry theory can develop Systems Thinking capacity in students. This manuscript presents three vignettes of the classroom use of mapping exercises within separate action research studies, involving diverse school types, curricula, chemistry topics and student groups. The mapping exercises were effective to engage students in the development of Systems Thinking and were readily integrated into different curricula. Sequential student-generated maps for chemical processes illustrate increasing sophistication in their Systems Thinking approaches. Full article
(This article belongs to the Special Issue The Systems Thinking Approach to Science Education)
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19 pages, 10147 KiB  
Article
A Theory of Impacts Model for Assessing Computer Science Interventions through an Equity Lens: Identifying Systemic Impacts Using the CAPE Framework
by Monica M. McGill, Eric Snow and April Camping
Educ. Sci. 2022, 12(9), 578; https://doi.org/10.3390/educsci12090578 - 24 Aug 2022
Cited by 3 | Viewed by 1931
Abstract
With more recognition being given to the diverse and changing demographics in education, there is a need to understand how well computer science education is meeting the needs of all learners as it starts to infiltrate K-12 schools. The CAPE framework is a [...] Read more.
With more recognition being given to the diverse and changing demographics in education, there is a need to understand how well computer science education is meeting the needs of all learners as it starts to infiltrate K-12 schools. The CAPE framework is a newer model for assessing the equitable delivery of computer science education and can be used to understand a school’s capacity to offer equitable computer science (CS) education, equitable student access to CS education, equitable student participation in CS, and equitable experiences of students taking CS. Since the CAPE framework is a new way to research CS education through an equity-lens, there are few, if any, frameworks that can be leveraged to explore research questions in a complex, multi-school intervention. To address this gap, we used a design-based research approach to create and determine the feasibility of a new model, Theory of Impacts, informed by the CAPE framework (the ToI-CAPE model), for evaluating a multi-school intervention. In this article, we provide a detailed explanation of creating and using the ToI-CAPE model for a specific intervention and the feasibility of using ToI-CAPE across factors based in experiences and how to use this model in other research and evaluation projects. Overall, the use of the ToI-CAPE model can be used to shed light on the critical subcomponents and agents at work in the intervention and the actions necessary across these components and agents to support intended outcomes. Full article
(This article belongs to the Special Issue The Systems Thinking Approach to Science Education)
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