An expert-informed pedagogical model for integrating systems thinking into sustainable chemistry teacher education

Abstract

This paper presents a pedagogical model for integrating systems thinking (ST) into pre-service chemistry teacher education in the context of sustainable chemistry. The model was developed through a design-based research (DBR) project and combines conceptual preparation, expert-informed learning, and collaborative modelling. The central learning task is the System Model Assignment (SMA), in which students construct a System Model Concept Map of a contemporary, sustainability-related chemistry research topic, representing eight ST elements defined in the DBR project. The model is structured into three phases: a pre-assignment phase building the conceptual foundation, an assignment phase centred on the SMA, and a post-assignment phase consolidating learning through presentations and peer assessment. This article presents the revised version of the model in a form in which it can be adopted, with practical guidance for teachers; its revised elements have not yet been tested in practice. Supporting materials include detailed session guidance and assignment instructions. The article also presents a preliminary assessment rubric for the SMA and discusses how the model can be adapted for upper and lower secondary education.