The King's University

About: The King's University is a based out in . It is known for research contribution in the topics: Chemistry education & Sustainability. The organization has 75 authors who have published 106 publications receiving 1105 citations.

Reorienting chemistry education through systems thinking

Abstract: It is time for chemistry learning to be reoriented through systems thinking, which offers opportunities to better understand and stimulate students’ learning of chemistry, such that they can address twenty-first century challenges. Integrating systems thinking into chemistry education involves the contextualization of chemistry concepts. This will allow us to better understand how students learn, and will also equip them to tackle the many and varied challenges we face as a society.

Securing ‘supportive environments’ for health in the face of ecosystem collapse: meeting the triple threat with a sociology of creative transformation

Abstract: In this paper, we reflect on and explore what remains to be done to make the concept of supportive environments--one of the Ottawa Charter's five core action areas--a reality in the context of growing uncertainty about the future and accelerated pace of change. We pay particular attention to the physical environment, while underscoring the inextricable links between physical and social environments, and particularly the need to link social and environmental justice. The paper begins with a brief orientation to three emerging threats to health equity, namely ecological degradation, climate change, and peak oil, and their connection to economic instability, food security, energy security and other key determinants of health. We then present three contrasting perspectives on the nature of social change and how change is catalyzed, arguing for an examination of the conditions under which cultural change on the scale required to realize the vision of 'supportive environments for all' might be catalyzed, and the contribution that health promotion as a field could play in this process. Drawing on sociological theory, and specifically practice theory and the work of Pierre Bourdieu, we advocate rethinking education for social change by attending more adequately to the social conditions of transformative learning and cultural change. We conclude with an explication of three key implications for health promotion practice: a more explicit alignment with those seeking to curtail environmental destruction and promote environmental justice, strengthening engagement with local or settings-focused 'communities of practice' (such as the Transition Town movement), and finding new ways to creatively 'engage emergence', a significant departure from the current dominant focus on 'risk management'.

Attitudes Toward Invertebrates: Are Educational "Bug Banquets" Effective?

Abstract: Scientists have used educational presentations and "bug banquets" to alter widespread negative attitudes toward invertebrates. In this article, the authors explore whether such presentations have a measurable affect on attitudes. Junior high, high school, and university students completed an attitude survey focusing on invertebrates in general and as a food source. Half of each age group then experienced an educational bug banquet presented by the authors. Several weeks later, all participants again completed the survey. Results suggest that educational bug banquets have complex and subtle effects on attitudes that may depend on age, but they may help prepare people to respond more positively in future encounters with these species.

Systems thinking for education about the molecular basis of sustainability

Abstract: The primary activities of chemistry involve analysing, synthesizing and transforming matter, yet insufficient attention has been paid to the implications of those activities for human and environmental well-being. Since a core element of addressing sustainability challenges requires attention to the material basis of society, a new paradigm for the practice of chemistry is needed. Chemistry education, especially gateway post-secondary general chemistry courses, should be guided by an understanding of the molecular basis of sustainability. A Systems Thinking in Chemistry Education framework illustrates one way to integrate knowledge about the molecular world with the sustainability of Earth and societal systems. Addressing sustainability challenges requires attention to the material basis of society. This Perspective illustrates how a Systems Thinking in Chemistry Education framework could help to integrate knowledge about the molecular world with the sustainability of Earth and societal systems.

Beyond “Inert” Ideas to Teaching General Chemistry from Rich Contexts: Visualizing the Chemistry of Climate Change (VC3)

Abstract: As one approach to moving beyond transmitting “inert” ideas to chemistry students, we use the term “teaching from rich contexts” to describe implementations of case studies or context-based learning based on systems thinking that provide deep and rich opportunities for learning crosscutting concepts through contexts. This approach nurtures the use of higher-order cognitive skills to connect concepts and apply the knowledge gained to new contexts. We describe the approach used to design a set of resources that model how rich contexts can be used to facilitate learning of general chemistry topics. The Visualizing the Chemistry of Climate Change (VC3) initiative provides an exemplar for introducing students in general chemistry courses to a set of core chemistry concepts, while infusing rich contexts drawn from sustainability science literacy. Climate change, one of the defining sustainability challenges of our century, with deep and broad connections to chemistry curriculum and crosscutting concepts, was se...