The systemic approach to teaching and learning chemistry and the big ideas of science education

Abstract

The systemic approach to teaching and learning chemistry has been implemented and researched for a number of years. There is substantial evidence of learning benefits from its application in the context of specific chemistry topics. In the wider context of science curricula however, the ambition of Fahmy and Lagowski to change curricula from linearity to systemic seems yet to be realized. We suggest that such a change could be initiated by introducing the Big Ideas of Science Education into existing curricula in a systemic manner. We exemplify our proposal with the case of the Grade 7-9 Natural Sciences curriculum in South Africa.