International Research Journal of Engineering and Technology (IRJET)
e-ISSN: 2395-0056
Volume: 10 Issue: 08 | Aug 2023
p-ISSN: 2395-0072
www.irjet.net
Systems Thinking: A New Perspective for Chemistry Educators Manoj K S Chhangani1* and Sofia I. Hussain2 1*Government Meera Girls’ College, Udaipur-(Rajasthan), INDIA 2 Government Meera Girls’ College, Udaipur-(Rajasthan), INDIA
----------------------------------------------------------------------***------------------------------------------------------------------2. REDUCTIONIST PARADIGMS IN SCIENCE AND SCIENCE EDUCATION focus on reductionism in both scientific research and
Abstract - In recent times, there has been a predominant
education. Although this reductionist perspective has yielded substantial advancements in our understanding of the natural world and has led to remarkable technological progress, it falls short in addressing the complex global challenges we face today, such as sustainability, pollution, climate change, and poverty. To ensure continued progress in science as a whole, and specifically in the field of chemistry, and to empower individuals to participate effectively and democratically in science-related policy decisions, it is imperative to complement the commonly employed reductionist approaches in chemistry research and education with a more comprehensive and holistic framework. One such approach is systems thinking [1]. This article explores the historical evolution of systems thinking, elucidates its key characteristics, and highlights the essential skills and competencies associated with this perspective. Furthermore, it aims to equip chemistry educators with fundamental knowledge about systems thinking so that they can contemplate why and how to incorporate this approach into the education of aspiring chemists and future global citizens.
According to Fang and Casadevall, reductionism in scientific research refers to the belief that complex systems or phenomena can be comprehended by analyzing their simpler components [4]. This reductionist perspective heavily influences our thinking, exemplified by the Newtonian worldview that views the world through a reductive lens. It assumes the possibility of objective knowledge and employs analysis as the means to attain such knowledge. Consequently, the reductionist perspective portrays the natural world as deterministic and predictable, explained by linear cause-and-effect relationships [1]. This reductionist outlook within science has also influenced science education. MacInnis elucidates that within a reductionist framework, the educational process aims to transmit the knowledge possessed by the teacher to the student. In this model, the teacher or curriculum specialist determines the content and sequence of the units to be taught [5].
3. PITFALLS REDUCTIONISM
Key Words: Systems Thinking, General Public, Philosophy, Problem Solving, Decision Making, Learning Theories
Although the reductionist approach has significantly enhanced our understanding of the natural world and led to remarkable technological advancements, it falls short in tackling global challenges like sustainability, pollution, climate change, and poverty [2]. To supplement the reductionist approaches commonly employed in chemistry research and education, a more comprehensive perspective is required [3]. This study aims to familiarize the chemistry education community with systems thinking- an approach that examines and addresses complex behaviours and phenomena holistically. The study followed the subsequent steps-
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Reductionist approaches in science education, initially designed to boost student participation in science and technology fields after the Sputnik era, have yielded positive outcomes [2]. However, these approaches have associated limitations and challenges, primarily rooted in the reduction of knowledge to isolated, contextindependent facts that can be memorized and assessed
Identifying the consequences and limitations associated with reductionist approaches. Exploring the historical development and characteristics of systems thinking approaches through discussion.
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CONSTRAINTS
The application of reductionist approaches in science has proven highly fruitful in expanding our understanding of the natural world. By breaking down complex problems into simpler components, scientists have gained valuable insights and facilitated easier study and comprehension. These reductionist methods have also enabled advancements in measurement capabilities and the development of technologies that have become indispensable in our daily lives [6]. Nonetheless, it is important to acknowledge the inherent limitations of reductionist approaches [7]. As the adage goes, a whole is often greater than the sum of its parts, and scientists who solely focus on individual components may overlook crucial interrelationships or unique properties and behaviours arising from their interactions.
1. INTRODUCTION
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