Assessing the Pre-Service Science and Mathematics Teachers’ Systems Thinking Skills through Case Scenarios

Year 2024, , 375 - 403, 27.12.2024

Gaye Defne Ceyhan , Ulku Seher Budak , Busra Karga

https://doi.org/10.17522/balikesirnef.1511926

Abstract

Addressing complex global problems requires more comprehensive and holistic approaches that highlight the necessity of systems thinking skills; however, existing studies indicate a significant gap in understanding the systems thinking skills of pre-service teachers, emphasizing the need for further research in this area. This exploratory case study research explored the systems thinking skills of pre-service science and mathematics teachers through scenario-based assessments. Three case scenario examples focused on a specific aspect of systems thinking: stock-flow, causal-loop, and dynamic thinking. The participants of this study were 14 pre-service teachers taking a systems thinking course at the teacher education program of a public research university. The data were coded using the Systems Thinking Rubric and the Dynamic Thinking Skills Rubric. The results revealed that participants made notable improvements in dynamic thinking. However, fewer participants exhibited growth in stock-flow thinking comparing the participants’ disciplines, the results showed that pre-service science teachers demonstrated greater advancements in systems thinking skills than their mathematics counterparts. This exploratory research offers insights into assessing systems thinking skills in pre-service teachers. Integrating a systems thinking approach into teacher training programs could enhance teachers' preparedness to comprehend complex issues. Further studies employing systems thinking practices in teacher training programs could elucidate the optimal development of systems thinking among aspiring teachers. Therefore, this research demonstrates the potential of systems thinking to enrich pre-service teacher education.

Keywords

Pre-service teachers, systems thinking assessment, systems thinking skills, teacher learning

Ethical Statement

Approval to conduct the research was received from the Human Research Ethics Committee of Bogazici University (E-84391427-050.01.04-132885).

Fen ve Matematik Öğretmen Adaylarının Sistem Düşüncesi Becerilerinin Vaka Senaryoları Aracılığıyla Değerlendirilmesi

Abstract

Karmaşık küresel sorunların ele alınması, sistem düşüncesi becerilerinin gerekliliğini vurgulayan daha kapsamlı ve bütüncül yaklaşımlar gerektirmektedir; ancak mevcut çalışmalar, öğretmen adaylarının sistem düşüncesi becerilerini anlamada önemli bir boşluk olduğunu göstermekte ve bu alanda daha fazla araştırma yapılması gerektiğini vurgulamaktadır. Bu keşifsel vaka çalışması araştırması, fen ve matematik öğretmen adaylarının sistem düşüncesi becerilerini senaryo tabanlı değerlendirmeler yoluyla araştırmıştır. Üç vaka senaryo örneği, sistem düşüncesinin belirli bir yönüne odaklanmıştır: stok akış, nedensel döngü ve dinamik düşünme. Bu çalışmanın katılımcıları, bir devlet araştırma üniversitesinin öğretmen eğitimi programında sistem düşüncesi dersi alan 14 öğretmen adayıdır. Veriler Sistem Düşüncesi Rubriği ve Dinamik Düşünme Becerileri Rubriği kullanılarak kodlanmıştır. Analizler, dinamik düşünme becerilerinde gelişmeler olduğunu göstermiş, ancak daha az sayıda katılımcı stok akışı düşünme konusunda gelişme göstermiştir. Fen ve matematik disiplinleri karşılaştırıldığında, fen bilgisi öğretmen adaylarının sistem odaklı düşünme becerilerinde matematik öğretmen adaylarına göre daha fazla ilerleme kaydettikleri görülmüştür. Bu ön araştırma, eğitimcilerde sistem düşüncesinin değerlendirilmesi ve geliştirilmesine yönelik içgörüler sunmaktadır. Sistem düşüncesi yaklaşımının öğretmen eğitimi programlarına entegre edilmesinin, öğretmenleri karmaşık sorunlarla etkili bir şekilde başa çıkmaya daha iyi hazırlayabileceğini öne sürmektedir. Öğretim yöntemlerinin kullanıldığı daha ileri çalışmalar, öğretmen adayları arasında sistem düşüncesi gelişiminin optimize edilmesine ışık tutabilir. Özünde bu araştırma, sistem düşüncesinin öğretmen eğitimini zenginleştirme potansiyelinin altını çizmektedir.

Keywords

Öğretmen adayları, sistem düşüncesi becerisinin ölçülmesi, sistem düşüncesi becerileri, öğretmen öğrenmesi

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