DOI
https://doi.org/10.1021/ed9000415

Summary
Authors present the systemic approach to teaching and learning (SATL) teaching model, which can be considered as a hybrid approach that combines and uses features and ideas from systemics and constructivism adjusted in concept mapping procedures. The basic goal of this approach is students’ meaningful learning and this goal can be attained through the development of systems thinking, in a context of constructivism. In this direction, a new type of assessment questions has been proposed, the so called systemic assessment questions (SAQs), aiming to a more effective evaluation of the systemic-oriented objectives in the SATL model.
The SATL model proposes an arrangement of concepts through closed, interacting, and evolving conceptual systems (“concept clusters”), in which all interrelationships are made explicit to the learner using a concept map-like representation. Such a closed conceptual system representation is called a “systemic diagram” and is the basic teaching tool proposed in the SATL model context. Systemic assessment questions include systemic diagrams, which are subsystems of the systemic diagrams used for the instruction of the corresponding topic. Such a subsystem represents a constellation of concepts, that is, a single loop of closely interrelated concepts. The systemic diagrams of SAQs take various geometric forms, such as triangular, quadrilateral, pentagonal, hexagonal, and so on, depending on the number of concepts that are incorporated in the diagram. SAQs belong to the broader group of concept mapping techniques.
The paper also presents a preliminarily investigation whether specific systemic assessment questions (SAQs) forms are potentially valid and reliable tools for assessing high school students’ meaningful understanding of organic reactions. The results of this investigation indicated that SAQs have acceptable validity and reliability as evaluation tools for high school students. Additionally, the SAQ form that incorporates a more complex systemic diagram and is “less-directed” and more demanding for the examinees was found to be more appropriate for capturing students’ meaningful understanding of organic reactions.
Finally, authors claim that the SAQ scheme, by encouraging and promoting the development of systems thinking, can facilitate students to integrate concepts in meaningful wholes and thus to accomplish a deeper conceptual understanding of organic reactions.

Relevance for Complex Systems Knowledge
The paper deals with systems thinking, complex systems, and complexity science as presented by the statement: “Systems thinking provides a means to conceptualize the interaction of the multiple components that make up complex systems. It encompasses a wide variety of research and fields of study, including general systems theory, system dynamics, complexity science, and systemics.” According to the authors, the construct of systems thinking has been emphasized as an understanding of the patterns that connect various systems ideas, methods, theories, or models focusing on the whole as well as the parts to form a more complete understanding of the system. In a classroom setting, someone could suggest that the implementation of systems thinking oriented teaching−learning procedures could have the potential to foster a linear curriculum by taking a more holistic perspective of the subject matter, thus, helping students to learn more meaningfully.

Point of Strength
The strength of the publication is the evaluation of an assessment technique of systems thinking in the context of organic chemistry.