Fostering engineering and science students’ and teachers’ systems thinking and conceptual modeling skills

Peretz, Roee; Tal, Marina; Akiri, Effrat; Dori, Dov; Dori, Yehudit Judy

doi:10.1007/s11251-023-09625-9

Cited by 9 publications

(10 citation statements)

References 93 publications

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“…Most of the participants in this study, as well as in previous studies that applied a learning process similar to the one described in this paper (e.g., Peretz et al, 2023), demonstrated the acquisition of adequate systems thinking and modeling foundations. However, more advanced concepts and ideas such as feedback loops and conditional links are very relevant to many topics that science teachers are expected to teach.…”

Section: Limitations and Further Researchsupporting

confidence: 52%

“…The conceptual modeling language and methodology used in the current study is OPM-Object-Process Methodology (Dori, 2016)-which is ISO 1 19,450 and has been implemented in a dedicated online modeling platform, as elaborated in the Materials and Methods section. OPM has been researched over the years in educational contexts Akiri et al, 2020;Peretz et al, 2023), and it is the most researched model-based systems engineering modeling method (Dong et al, 2022). Due to its simplicity, intuitiveness, and bimodality (Dong et al, 2022), as well as its domain-independent nature, OPM is most suitable for teaching, learning, and assessment of learning in various disciplines (Dori, 1995).…”

Section: Conceptual Modeling and Stem Educationmentioning

confidence: 99%

“…According to our previous research (Akiri et al, 2020;Peretz et al, 2023), most pre-and in-service STEM teachers lack basic systems thinking and conceptual modeling proficiency. These deficiencies have been noted also by Yoon et al (2017) and Arnold and Wade (2017).…”

Section: The Online Learning Processmentioning

confidence: 99%

“…The content of each module is presented in Table 3. A detailed description of the content included in the learning process appears in Akiri et al (2020) and Peretz et al (2023).…”

Section: Systems Thinkingmentioning

confidence: 99%

“…For example, while the first module focused on the introduction of OPM entities-processes, objects, and states, in the fourth module learners were exposed to synchronous versus asynchronous processes and their different refinement mechanisms into more detail levels. Previous research we conducted (Akiri et al, 2020;Peretz et al, 2023) suggests that the online modules, which cover cross-disciplinary processes, can serve as a foundation for developing and assessing students' and teachers' systems thinking.…”

Section: Systems Thinkingmentioning

confidence: 99%

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Developing and assessing pre- and in-service science and engineering teachers’ systems thinking and modeling skills through an asynchronous online course

Peretz

Dori

2023

Front. Educ.

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Systems thinking and modeling are two critical 21st-century skills that teachers and educators are expected to impart to students, and students are expected to acquire and master them as part of their preparation to become literate citizens of a society and environment that is becoming ever more complex. Systems thinking is a thought process in which assumptions about interactions among interconnected elements of a system or a phenomenon can help predict the system’s behavior, outcomes, and in the case of human-made artifacts, the value to its beneficiaries. Conceptual modeling involves the simultaneous visual and textual representation of one’s ideas about a phenomenon or system in science or engineering. The qualitative study described here aimed to examine the effect of an online interdisciplinary asynchronous course on the development of systems thinking and conceptual modeling skills among pre- and in-service science and engineering teachers. Engaging in a qualitative case study with an exploratory orientation, we investigated how science and engineering teachers and teacher educators coped with (a) online learning of conceptual modeling and systems thinking using Object-Process Methodology in a food and sustainability context, and (b) developing an online assignment for teaching those skills to their students and assessing them. Research tools included the online assignment that the participants developed, dedicated rubrics for analyzing their assignments, accounting for use of modeling, media, visualization, micro–macro-process scientific understanding levels, and a mix of closed- and open-ended questions. Additionally, the participants’ reflections were analyzed to characterize their sense of self-efficacy and academic progression. We characterize five teacher-developed assignment cases along with the related teachers’ reflections, which exposed the benefits they had gained from the online course, as well as the systems thinking and modeling challenges they had faced. Analysis of the effect of the course with emphasis on the final task reveals that this approach is effective for developing the systems thinking and modeling skills of the teachers and serves as a catalyst for their professional development. The study offers a methodological contribution by providing a basis for evaluating teachers’ assessment knowledge and skills using a six attributes rubric.

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Section: Limitations and Further Researchsupporting

confidence: 52%

Section: Conceptual Modeling and Stem Educationmentioning

confidence: 99%

Section: The Online Learning Processmentioning

confidence: 99%

“…The content of each module is presented in Table 3. A detailed description of the content included in the learning process appears in Akiri et al (2020) and Peretz et al (2023).…”

Section: Systems Thinkingmentioning

confidence: 99%

Section: Systems Thinkingmentioning

confidence: 99%

See 3 more Smart Citations

Developing and assessing pre- and in-service science and engineering teachers’ systems thinking and modeling skills through an asynchronous online course

Peretz

Dori

2023

Front. Educ.

Self Cite

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Research hotspots and development trends of model and modelling education research: Bibliometric analysis based on CiteSpace

Jin,

Jian

2024

Heliyon

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Conceptual Modeling Enables Systems Thinking in Sustainable Chemistry and Chemical Engineering

Krab-Hüsken,

Pei,

de Vries

et al. 2023

J. Chem. Educ.

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This study aims to equip students with conceptual modeling skills to address compelling 21st-century challenges in chemistry and chemical engineering education. System-based concept mapping is a critical competence for analyzing global, often complex, problems. We examined how conceptual modeling could scaffold practical experimental design, transitioning from problem identification to testable hypotheses. We set up a project in which first-year undergraduates in chemical engineering work in groups of 5–6 students. Their task was to develop concrete hypotheses for assignments that center on finding sustainable solutions for polluted environments. A set of educational roles (i.e., lecturers, tutors, learning assistants, educational specialist, and project coordinator) were implemented to ensure that students could accomplish their main learning outcome; that is, to become familiar with the academic way of thinking and apply critical thinking skills as a team. Interviews were conducted after the project was finished and revealed that, while conceptual modeling helped students to structure their ideas (i.e., to learn how to design research questions, incorporate interventions, and test models), developing hypotheses remains a challenging task. Our findings brought us to the recommendations for teaching conceptual modeling in the curriculum rather than at the project level, allowing students to progressively transition from understanding and applying concept mapping in their first year into creating solutions within the context of solving complex real-world problems in the final year of their bachelor’s degree. The collaborative learning environment and project format employed in this work could spark new ways to teach science that facilitates systems thinking in chemistry.

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Fostering engineering and science students’ and teachers’ systems thinking and conceptual modeling skills

Cited by 9 publications

References 93 publications

Developing and assessing pre- and in-service science and engineering teachers’ systems thinking and modeling skills through an asynchronous online course

Developing and assessing pre- and in-service science and engineering teachers’ systems thinking and modeling skills through an asynchronous online course

Research hotspots and development trends of model and modelling education research: Bibliometric analysis based on CiteSpace

Conceptual Modeling Enables Systems Thinking in Sustainable Chemistry and Chemical Engineering

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