Using the chemistry of wildfires to incorporate sustainability and systems thinking in general chemistry

Abstract

Student exploration of complex, interconnected systems associated with socio-scientific issues is well supported with systems thinking visualization tools, such as system-oriented concept mapping extensions (SOCMEs). However, little is known about how SOCMEs can be effectively integrated to support chemistry learning within the context of sustainability. To address this gap, scaffolded mapping activities have been implemented to gauge student learning about wildfires that occur in the Wildland-Urban Interface. Strategies have been used in both a large general chemistry course and in a subset component for honors students. An example activity for the large enrollment course had students expand a wildfire-related SOCME, constructing a bond energy subsystem to conceptualize combustion. A more involved SOCME creation activity for honors students incorporated a context-rich reading assignment about a major wildfire. Student learning was evaluated using semantic network analysis. Findings revealed that whilst both strategies keep chemistry central to systems learning and promote sustainability awareness, closed-ended SOCMEs scale effectively as diagnostic tools, while open-ended SOCMEs combined with a reading task support a deeper conceptual understanding of wildfire-related subsystems.