An Educational Framework for the Implementation of Systems Thinking in Chemistry Education

Yıl 2026, Cilt: 13 Sayı: 1, 74 - 90, 31.01.2026

Tacettin Pınarbaşı

Öz

In recent history, both scientific research and science education have largely adopted a reductionist perspective. While the reductionist approach has led to a significant increase in our knowledge of the natural world and major technological advancements, it does not appear sufficient to address global challenges such as sustainability, pollution, climate change, and poverty. Reorienting chemistry education using a systems thinking (ST) perspective can better equip students with the knowledge, skills, and dispositions they need to contribute to these efforts. Furthermore, chemistry is a system science concerned with complex-dynamic systems, and systems thinking corresponds to a fundamental aspect of chemical practices. Therefore, a systems thinking approach is needed in chemistry education for meaningful learning of the subject. To support this necessary educational reform, this article shares an abridged version of a study conducted by Talanquer and Szozda (2024), remaining faithful to its content, and thus presents an educational framework believed to guide and facilitate chemistry educators' efforts in planning, implementing, and evaluating chemistry units, modules, or courses using an ST approach.

Anahtar Kelimeler

Chemistry , Chemistry Education , Systems Thinking , Educational Framework

Kimya Eğitiminde Sistem Düşüncesinin Kullanımına Yönelik Bir Eğitim Çerçevesi

Öz

Yakın tarihte, hem bilim araştırmaları hem de bilim eğitimi, büyük ölçüde, indirgemeci bir bakış açısına sahip olmuştur. İndirgemeci yaklaşım, doğal dünya hakkındaki bilgilerimizde önemli bir artışa ve büyük teknolojik ilerlemelere yol açmış olsa da, sürdürülebilirlik, kirlilik, iklim değişikliği ve yoksulluk gibi küresel dünya zorluklarını ele almak için yeterli görünmemektedir. Kimya eğitiminin bir sistem düşüncesi (SD) perspektifi kullanılarak yeniden yönlendirilmesi, öğrencileri bu çabalara katkıda bulunmaları için ihtiyaç duydukları bilgi, beceri ve eğilimlerle daha iyi donatmamıza yardımcı olabilir. Ayrıca kimya, karmaşık-dinamik sistemlerle ilgilenen bir sistem bilimidir ve sistem düşüncesi kimyasal uygulamaların temel bir yönüne karşılık gelmektedir. Bu nedenle, konunun anlamlı bir şekilde öğrenilmesi için kimya eğitiminde sistem düşüncesi yaklaşımına ihtiyaç duyulmaktadır. Bu gerekli eğitim reformunu desteklemek amacıyla, bu makalede, Talanquer ve Szozda (2024) tarafından yapılmış bir çalışmanın içeriğine sadık kalınarak özetlenmiş bir versiyonu paylaşılmakta ve böylece, kimya eğitimcilerinin bir SD yaklaşımı kullanarak kimya ünitelerini, modüllerini veya derslerini planlama, uygulama ve değerlendirme çalışmalarına rehberlik edebileceği ve bu yöndeki çalışmaları kolaylaştırabileceği düşünülen bir eğitim çerçevesi sunulmaktadır.

Anahtar Kelimeler

Kimya , Kimya Eğitimi , Sistem Düşüncesi , Eğitim Çerçevesi

Kaynakça

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