Achieving culturally responsive chemistry education through systems thinking

Abstract This study explores how systems thinking can be utilised to achieve culturally responsive chemistry education in a selected senior high school in Ghana. Using the physical properties of metals as the chemistry topic, the intervention integrated indigenous knowledge (IK) from local blacksmithing into a systems-oriented lesson designed to help students connect macroscopic observations, submicroscopic representations, and real-world applications. A quasi-experimental design involving 60 students aged 13–16 years was employed. Quantitative data on students’ cognitive achievement were gathered through pre- and post-tests, while qualitative insights into students’ perceptions of the culturally responsive, systems-based lesson were elicited through reflective exercises and interviews. Results revealed that students in the experimental group demonstrated significantly improved conceptual understanding, particularly in their ability to reason across system levels from observable phenomena to particulate explanations and broader socio-environmental implications. Qualitative findings further indicated that embedding indigenous blacksmithing practices created a culturally meaningful learning experience that enhanced engagement, motivation, and interdisciplinary thinking. The study highlights the potential of systems thinking combined with indigenous knowledge to advance culturally responsive pedagogy in chemistry education and recommends its adoption to improve STEM learning outcomes in marginalised contexts.