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

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.