Exploring complexities in environmental chemistry: investigating the effects of student-generated systems maps on learning

Abstract Developing systems thinking among future chemists and chemical technicians is essential so that they consciously embed this competency in chemical design and practices in their future workplaces. Despite its recognized value, there remain limited studies on how undergraduates articulate the systemic relationships among chemistry concepts and other areas of application, especially in developing countries. In this light, this study determined the effects of systems thinking activity on learning and investigated the quality of student-generated systems maps. This study employed a one-group pretest-posttest design and involved undergraduate students in an Environmental Chemistry course. Students collaboratively constructed systems maps through the Systems-Oriented Concept Maps Extension on three topics: biogeochemical cycles, water pollution and treatment, and a case study of waste management systems in selected institutions. The systems maps were analyzed based on concept granularity and network motifs. Moreover, findings revealed significant differences in the pretest-posttest mean scores of action competence and creative problem-solving. The results were enriched through insights on students’ experiences in systems thinking activities. Although associated with beneficial learning outcomes, findings are bounded by the scope of the study design. Yet, this study provides implications for the utilization of systems thinking in innovating pedagogical practice and advancing chemistry education research.