Abstract
This paper seeks to provide some insights into the assessment of student understanding within a systems thinking perspective. Results are based on work carried out using a general chemistry curriculum that, although not developed with such a framework, shares some of its underlying intentions. After describing how chemical systems thinking is conceptualized in the paper, a specific example of an assessment tool is described and discussed to illustrate major points in our analysis. Results of a qualitative pilot study using this instrument are presented and used to highlight potentialities and challenges in teaching and assessing student understanding using a systems thinking framework. A majority of study participants expressed sophisticated ways of reasoning based on the properties and interactions of relevant components and processes in the system under consideration. Nevertheless, they could not easily connect and apply their understanding of theoretical chemical models and practices to the realities of the system.
| Original language | English (US) |
|---|---|
| Journal | Journal of Chemical Education |
| DOIs | |
| State | Published - Jan 1 2019 |
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Keywords
- Chemical Education Research
- First-Year Undergraduate/General
- Sustainability
- Systems Thinking
- Testing/Assessment
ASJC Scopus subject areas
- Chemistry(all)
- Education
Cite this
Some Insights into Assessing Chemical Systems Thinking. / Talanquer, Vicente A.
In: Journal of Chemical Education, 01.01.2019.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Some Insights into Assessing Chemical Systems Thinking
AU - Talanquer, Vicente A
PY - 2019/1/1
Y1 - 2019/1/1
N2 - This paper seeks to provide some insights into the assessment of student understanding within a systems thinking perspective. Results are based on work carried out using a general chemistry curriculum that, although not developed with such a framework, shares some of its underlying intentions. After describing how chemical systems thinking is conceptualized in the paper, a specific example of an assessment tool is described and discussed to illustrate major points in our analysis. Results of a qualitative pilot study using this instrument are presented and used to highlight potentialities and challenges in teaching and assessing student understanding using a systems thinking framework. A majority of study participants expressed sophisticated ways of reasoning based on the properties and interactions of relevant components and processes in the system under consideration. Nevertheless, they could not easily connect and apply their understanding of theoretical chemical models and practices to the realities of the system.
AB - This paper seeks to provide some insights into the assessment of student understanding within a systems thinking perspective. Results are based on work carried out using a general chemistry curriculum that, although not developed with such a framework, shares some of its underlying intentions. After describing how chemical systems thinking is conceptualized in the paper, a specific example of an assessment tool is described and discussed to illustrate major points in our analysis. Results of a qualitative pilot study using this instrument are presented and used to highlight potentialities and challenges in teaching and assessing student understanding using a systems thinking framework. A majority of study participants expressed sophisticated ways of reasoning based on the properties and interactions of relevant components and processes in the system under consideration. Nevertheless, they could not easily connect and apply their understanding of theoretical chemical models and practices to the realities of the system.
KW - Chemical Education Research
KW - First-Year Undergraduate/General
KW - Sustainability
KW - Systems Thinking
KW - Testing/Assessment
UR - http://www.scopus.com/inward/record.url?scp=85067969353&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85067969353&partnerID=8YFLogxK
U2 - 10.1021/acs.jchemed.9b00218
DO - 10.1021/acs.jchemed.9b00218
M3 - Article
AN - SCOPUS:85067969353
JO - Journal of Chemical Education
JF - Journal of Chemical Education
SN - 0021-9584
ER -