The flow of materials and energy through society is an integral but poorly visible element global sustainability agendas such as the Planetary Boundaries Framework UN Sustainable Development Goals (UNSDG). Given that primary activities chemistry are to analyze, synthesize, transform matter, practice has a great deal contribute science, which in turn should play increasingly important role reshaping chemistry. Success integrating considerations into implies substantial for education better...

As one approach to moving beyond transmitting "inert" ideas chemistry students, we use the term "teaching from rich contexts" describe implementations of case studies or context-based learning based on systems thinking that provide deep and opportunities for crosscutting concepts through contexts. This nurtures higher-order cognitive skills connect apply knowledge gained new We used design a set resources model how contexts can be facilitate general topics. The Visualizing Chemistry Climate...

Abstract The IUPAC (International Union of Pure and Applied Chemistry) Periodic Table the Elements Isotopes (IPTEI) was created to familiarize students, teachers, non-professionals with existence importance isotopes chemical elements. IPTEI is modeled on familiar Chemical Elements. intended hang walls chemistry laboratories classrooms. Each cell provides name, symbol, atomic number, standard weight an element. Color-coded pie charts in each element display stable relatively long-lived...

The COVID-19 pandemic has fundamentally changed many aspects of our world including the way we teach chemistry. Our emergence from provides an opportunity for deep reflection and intentional action about what teach, why, as well how facilitate student learning. Focusing on foundational postsecondary chemistry courses, suggest that cannot simply return to "normal" practice but need design implement new ways teaching learning based reimagined outcomes courses equip students life after rupture...

Diverse forces shape the teaching and learning of chemistry at beginning 21st Century. These include fundamental changes in contours as defined by new interfaces research areas; our understanding how students learn, that applies to education; wide-spread implementation computer information technologies visualize complex scientific phenomena; external forces, such global concerns about energy water resources environment, level chemical literacy public science. In responding those dimensions...

What is the history and justification of claim that chemistry "the central science"? Are our students able to see appreciate such centrality knowledge in curriculum as well its broader interconnections with other fields study societal issues? In this editorial for special issue Reimagining Chemistry Education: Systems Thinking, Green Sustainable Chemistry, we, guest editors, highlight case made collective contributions systems thinking, including green sustainable chemistry, shows promise an...

ADVERTISEMENT RETURN TO ISSUEPREVCommentaryNEXTMoving Chemistry Education into 3D: A Tetrahedral Metaphor for Understanding Chemistry. Union Carbide Award Chemical EducationPeter Mahaffy View Author Information Department of Chemistry, The King''s University College, Edmonton, Alberta, Canada T6B 2H3Cite this: J. Chem. Educ. 2006, 83, 1, 49Publication Date (Web):January 2006Publication History Received3 August 2009Published online1 January 2006Published inissue 1...

The International Union of Pure & Applied Chemistry (IUPAC) launched a global project in 2017 to infuse systems thinking into chemistry education, motivated part by the desire help equip chemists and citizens better address complex, challenges our society currently faces. One important early outcome IUPAC Systems Thinking Education (STICE) is this special issue Journal Chemical Education, which provides key reference point for rapidly emerging literature on incorporation including its...

Systems thinking in chemistry education (STICE) has been proposed as an approach that could better equip students with abilities to connect their knowledge other disciplines and the skills needed tackle complex global issues. However, educational change is a effort involves many interconnected factors enable or hinder educators’ adoption of new pedagogical approaches. Using adapted version Teacher-Centered Systemic Reform (TCSR) model, we investigated willingness ability implement STICE...

As the science of transformation matter, chemistry provides knowledge, innovation and practice that are fundamental to current efforts achieve sustainability in face challenges include...

Earth Day 2021, with the theme of "Restore Our Earth", along Chemists Celebrate Week 2021 from ACS "Reducing Footprint Chemistry", provides a rich opportunity to reflect on extent which we integrate sustainability into chemistry education. Chemistry plays central interdisciplinary role among all sciences. It essential key understanding chemical processes and products operating within physical, biological, ecological, engineered systems far-reaching impacts health well-being people our...

New resources have recently been emerging for educators to implement systems thinking (ST) in chemistry education, including a proposed set of ST skills. While these efforts aim make implementation easier, little is known about how assess skills context. In this study, we investigated employed by students who constructed system maps topic related climate change. Eighteen undergraduate from first- third-year participated study. We designed and implemented intervention capture engaged with...

Climate change is one of the most critical problems facing citizens today. Chemistry faculty are presented with problem making general chemistry content simultaneously relevant and interesting. Using climate science to teach allows help students learn in a rich context. Concepts related electromagnetic radiation gases can be taught using an understanding how greenhouse work. However, it would important know level prior knowledge that bring course their confidence knowledge. Thus, two-tiered...

ADVERTISEMENT RETURN TO ISSUEPREVArticleNEXTAn electron diffraction study of 1,1-dimethylsilaethylenePeter G. Mahaffy, Robb Gutowsky, and Lawrence K. MontgomeryCite this: J. Am. Chem. Soc. 1980, 102, 8, 2854–2856Publication Date (Print):April 1, 1980Publication History Published online1 May 2002Published inissue 1 April 1980https://pubs.acs.org/doi/10.1021/ja00528a064https://doi.org/10.1021/ja00528a064research-articleACS PublicationsRequest reuse permissionsArticle...

An International Union of Geological Sciences working group is expected to soon formalize a determination that we have moved from the Holocene Anthropocene Epoch on geologic time scale. In addition reaching consensus scientific evidence for this change, initiative meant raise awareness in other communities effects large-scale human activity fundamental earth system parameters. parallel, work being done understand resiliency our planet large footprint, and define quantify planetary boundaries...

Global science is paying increasingly urgent attention to sustainability challenges, as evidenced by initiatives such the working group determining whether Earth has moved from Holocene Anthropocene Epoch on geologic time scale and interdisciplinary efforts define quantify our planetary boundaries. Despite fact that much of scientific work underlying these based measurements fundamental chemistry parameters, literacy not been incorporated in any systematic way into undergraduate curriculum....

Sustainability has a molecular basis that suggests central role for chemistry in addressing today's challenges to Earth and societal systems, this requires educators see chemical reactions processes as integral parts of dynamic interconnected systems. Despite prospect, few accessible resources are available students facilitate systems thinking sustainability. We have developed an interactive digital learning tool (https://planetaryboundaries.kcvs.ca) based on the Planetary Boundaries...

Researchers and educators have been exploring systems thinking (ST) in chemistry education to better equip citizens for 21st century challenges; however, little is known about students’ perspectives experiences. In this study, we investigated of ST their experiences with activities. We designed implemented a intervention, performed individually collaboratively, as well follow up interviews. Twenty-four undergraduate graduate students participated study reported variety perspectives. For...

Traditional approaches to the chemistry curriculum for undergraduate students prioritize coverage of fragmented individual topics rather than employing systems thinking embed concepts in immersive holistic contexts vital our planet's future, such as climate change. Many are eager understand and tackle change, drawing on political, socioeconomic, sustainability, perspectives. However, educators face substantial barriers resourcing empowerment through education. This paper outlines interactive...

ADVERTISEMENT RETURN TO ISSUEPREVArticleNEXTAn electron diffraction study of p-xylylenePeter G. Mahaffy, J. D. Wieser, and Lawrence K. MontgomeryCite this: Am. Chem. Soc. 1977, 99, 13, 4514–4515Publication Date (Print):June 1, 1977Publication History Published online1 May 2002Published inissue 1 June 1977https://pubs.acs.org/doi/10.1021/ja00455a057https://doi.org/10.1021/ja00455a057research-articleACS PublicationsRequest reuse permissionsArticle Views87Altmetric-Citations26LEARN ABOUT THESE...

Abstract A 3-year IUPAC project Systems Thinking in Chemistry for Sustainability: Toward 2030 and Beyond (STCS 2030+, Project #2020-014-3-050) [1] launched late 2020 is breaking important new ground addressing chemistry’s orientations, roles, responsibilities the 21 st Century helping to map out implications chemistry education, research, practice. In taking on this ambitious task, STCS 2030+ draws expertise available within IUPAC’s own structures, as a co-sponsored by three standing...

ADVERTISEMENT RETURN TO ISSUEPREVArticleNEXTThe design of laboratory experiments in the 1980's: A case study on oxidation alcohols with household bleachJerry R. Mohrig , David M. Nienhuis Catherine F. Linck Carol Van Zoeren Brian G. Fox and Peter Mahaffy Cite this: J. Chem. Educ. 1985, 62, 6, 519Publication Date (Print):June 1, 1985Publication History Received3 August 2009Published online1 June 1985Published inissue 1 1985https://doi.org/10.1021/ed062p519RIGHTS & PERMISSIONSArticle...