DOI
http://www.ase.org.uk/resources/school-science-review/issue-357/developing-global-competences-extended-chemistry-concept

Summary
Critical thinking skills can be developed by integrating two different curriculum designs, converging in a novel didactic approach, a modified version of the Systemic Approach to Teaching and Learning (SATL). Interdisciplinary topics help to promote students' interest and motivation because of their applications in real situations, concerning in particular ethics and environmental issues. This method gives the right importance to a stimulating educational context where critical thinking skills are highly encouraged.

Relevance for Complex Systems Knowledge
The teaching of a subject can be planned according to various approaches that can be divided into five main models: (I) design by objectives; (II) design by content; (III) design by concepts; (IV) design by situations; (V) design by competences. Model (III), which is focused on gathering and assembling knowledge, suits the systemic nature of chemistry in a non-reductionist perspective. The role as a junction between the animate and the inanimate world makes chemistry a “central science”, whose range of influence affects the natural environment as well as health, socio-economic, and ethical issues. In this context, chemistry education may play a key role in helping students to develop thinking skills such as analysis, categorization, and evaluation of phenomena. It is possible to blend model (III) and model (V) by using “Systemic Approach to Teaching and Learning” and selecting interdisciplinary subjects. These interdisciplinary subjects should be dealt with the Cognitive Maps.

Point of Strength
The future of science education must reflect a flexibility to adapt to rapidly changing world needs. A systemic view of science with regard to principles and their internal interactions as well as the interactions with human needs will best serve the future world society. Through the use of systemic approach, it is possible to teach people in all areas of human activity; economic, political, ethical, scientific; to practice a more global view of the core science relationships and of importance of science to such activities.