The implementation of systems approaches and systems thinking has been considered as an important parameter for reforming chemistry education and practice. The “Systemic Approach to Teaching and Learning (SATL)” strategy is a teaching-learning approach which is based on the development and use of cyclic concept mapping procedures, known as systemics, for teaching as well as for students’ assessment, known as SAQs. The SATL strategy focuses on the enhancement of students’ systems thinking skills, which are believed to enhance their understanding of relevant science concepts. The aims of this study were: (a) To investigate the effect of the implementation of the SATL strategy on 11th grade students’ deep understanding of chemistry concepts, and (b) to explore the relationship between students’ understanding in chemistry and the development of basic systems thinking skills. For this purpose, an experimental group, taught by the SATL strategy, was compared with a control group taught by a traditional linear approach, regarding students’ chemistry understanding. For the intervention group, the relationship between students’ understanding and their systems thinking skills was also explored. The results indicated that chemistry understanding of students taught by the SATL strategy was significantly greater compared to that of students taught by a traditional linear approach. Moreover, a significant correlation was observed between students’ deep understanding of chemistry concepts and their systems thinking level. This research provides evidence for a possible relationship between chemistry deep understanding and the development of systems thinking skills.

系统方法和系统思维的实施被认为是改革化学教育和实践的重要参数。“系统性教学方法 (SATL)”策略是一种教学方法，它基于循环概念映射程序（称为系统学）的开发和使用，用于教学和学生评估（称为 SAQ） . SATL 策略侧重于增强学生的系统思维技能，这被认为可以增强他们对相关科学概念的理解。本研究的目的是： (a) 调查 SATL 策略的实施对 11 年级学生对化学概念的深刻理解的影响，(b) 探讨学生对化学的理解与基本系统思维能力的发展之间的关系。为此，在学生对化学的理解方面，将采用 SATL 策略教授的实验组与采用传统线性方法教授的对照组进行了比较。对于干预组，还探讨了学生的理解与系统思维能力之间的关系。结果表明，与传统线性方法教授的学生相比，SATL 策略教授的学生对化学的理解明显更高。此外，观察到学生对化学概念的深刻理解与其系统思维水平之间存在显着相关性。