The chemist’s triangle and a general systemic approach to teaching, learning and research in chemistry education

Abstract

The three levels of science thought (macro, micro, symbolic), identified by Johnstone and represented by a triangle, may be viewed as a core closed-cluster concept map of the type advocated in the systemic approach to teaching and learning of chemistry. Some of the implications of this view for teaching, learning and research are explored. [AJCE 4(2), Special Issue, May 2014]