DOI
https://doi.org/10.1016/j.scp.2020.100232

Summary
This study evaluates the effects of integrating the socio-scientific issue of phosphate sustainability into a large enrollment general chemistry course. The integration was based on the use of a digital learning environment designed by the software Prezi. The learning environment introduced the structure and the properties of phosphate, its economic importance and uses, and the associated challenges, including supply risk. The study examined the effects of the intervention on students’ motivation and self-efficacy. A total of 760 students participated in the study and completed pre- and post-intervention surveys, as well as participated in group discussions with specific roles. The analysis of open-ended questions and the results of the statistical tests indicate that the topic and the associated digital materials were received positively by the students. The findings did not reveal any significant differences between male and female students, but the data showed that ethnic groups perceived the intervention differently.

Relevance for Complex Systems Knowledge
The studies described in this paper, even if with several methodological limitation clearly indicated in the text, deal with the introduction of one level of complexity in a general course of chemistry introducing socio-economical discussion and evaluations dealing with a specific topic “the use of phosphate”. Beside the concept of “what is phosphate” it whas analyzed “how the phosphate is used”, and “why it is a limited source” (analyzing the effect on the need of phosphate of growing population, use of fertilizers and the economics of fertilizers), reaching the “green” concept “ how to recycle the phosphate”.

Point of Strength
Focus the attention on making chemistry topics relevant to students' lives, majors, and society.
Study relevant and meaningful topics increases students' motivation and self-efficacy.