Promoting Student Teachers’ Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson

Rosenkränzer, Frank; Kramer, Tim R.; Hörsch, Christian; Schuler, Stephan; Rieß, Werner

doi:10.5539/hes.v6n4p156

Cited by 14 publications

(16 citation statements)

References 26 publications

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“…The outcomes of this study underline the importance of current and future studies on professional development for teachers in relation to teaching systems thinking (e.g. Rosenkränzer et al 2016aRosenkränzer et al , 2017Schuler et al 2018;Yoon et al 2017). For example, Yoon et al (2017) studied what type of professional development support teachers need to teach about complex systems in education.…”

Section: Conclusion and Discussionmentioning

confidence: 84%

Teachers’ and educators’ perspectives on systems thinking and its implementation in Dutch biology education

Gilissen

Knippels

Verhoeff

et al. 2019

Journal of Biological Education

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Systems thinking, the ability to reason about systems in abstract terms, fosters students' coherent understanding of biology. This study aimed to determine to what extent the integration of systems thinking in Dutch biology education is in line with perspectives from systems theories and experts. We related the perspective on systems thinking of systems biologists (n = 7) to those of biology teachers (n = 8) and educators (n = 9). The resulting perspectives were interpreted in terms of three systems theories, General Systems Theories (GST), Cybernetics and Dynamical Systems Theories (DST). Thirdly, we determined to what extent and how teachers and educators pay attention to systems thinking in their teaching practice. This was all done by the use of open-ended interviews and online questionnaires. The results show that the systems biologists and teacher educators involved implicitly refer to three systems theories, whereas the teachers refer to the GST and cybernetics only. Despite this, the results suggest that the implementation of systems thinking in Dutch pre-service teacher training and secondary biology education falls short of expectations. These outcomes underline the importance of teacher (educator) professional development on teaching systems thinking to bridge the gap between research and teaching practice.

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Section: Conclusion and Discussionmentioning

confidence: 84%

Teachers’ and educators’ perspectives on systems thinking and its implementation in Dutch biology education

Gilissen

Knippels

Verhoeff

et al. 2019

Journal of Biological Education

View full text Add to dashboard Cite

show abstract

“…The results of the qualitative content analysis of ESD-specific PAC will be structured according to the main categories of professional knowledge (CK, PCK, ICK), beliefs and values, motivational orientations and self-regulation. Some publications ( [9,12,34,59,69,70]) are (almost) identical in wording. In these cases, we only quote the original publication.…”

Section: Synthesis Of Esd-specific Professional Action Competence (Rq2)mentioning

confidence: 99%

“…It emphasizes the importance of factual disciplinary and interdisciplinary knowledge about ecological, economic and socio-cultural aspects of global change. Rosenkränzer et al [70] (p. 158) term this sustainability knowledge "static knowledge" and distinguish it from declarative and procedural knowledge about systems and their dynamics, which we will reflect on in the following paragraph.…”

Section: Content Knowledge (Ck) (A) Sustainability Knowledgementioning

confidence: 99%

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Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education

et al. 2021

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In order to implement education for sustainable development (ESD), teachers from all subjects need to be equipped with ESD-specific professional action competence, including physical education (PE) teachers. However, the current state of research on approaches to defining ESD-specific teacher competence is complex and there is little debate on what competences PE teachers in particular need in order to implement ESD. The purpose of this study is to make a theoretical contribution to clarifying the central concepts of ESD-specific teacher competences and to link this discussion to the subject of PE. We conducted a systematic literature review following PRISMA guidelines with a focus on normative and theoretical work about ESD-specific teacher competences. Twenty-two articles from 2008 onwards met the inclusion criteria. Subsequently, we applied a qualitative content analysis based on theoretically derived main categories. The literature review revealed a more nuanced examination of the categories of ESD-specific professional knowledge and beliefs. The categories of motivational orientation and self-regulation were found to have received less attention in the analyzed papers. PE-specific aspects were not reflected in the reviewed literature. A refined model of ESD-specific professional action competence is suggested and it is demonstrated how this model might be applied to subject-specific discourses from the perspective of PE.

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“…Natalie also connected this to a systems perspective, and it is clear that becoming fully functioning as a teacher or teacher leader is contingent on understanding the system in which one operates. Tapping into their existing knowledge of systems thinking (Rosenkränzer, Kramer, Hörsch, Schuler, & Rieß, ) could be a powerful way for science teacher leaders to understand their work.…”

Section: Presentation Of Datamentioning

confidence: 99%

Strengthening the vision: Examining the understanding of a framework for teacher leadership development by experienced science teachers

et al. 2018

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The program team operating an NSF Noyce Master Teacher program has been building a conceptual framework for developing teacher leaders. The program has focused its efforts on a group of 16 chemistry and physics teachers in Southeast high‐needs schools. The conceptual framework is based on the view that teacher leaders are those individuals who retain a classroom presence, while simultaneously innovating practice and empowering others. A core principle of the framework is that embodying these attributes requires an ability to see oneself and the teaching practice in a way that goes beyond the expertise associated with content and pedagogical knowledge. Evidence drawn from years three and four of the NSF Noyce Master Teacher program are presented to demonstrate the participating teachers’ understanding of the framework's components. These data also indicate the potential of the teachers to use the framework's principles to engage in leadership activity. Characterizing such understanding and the changes in it are foundational to determining the way such a framework influences teachers’ approaches to leadership. This paper has implications for the growing number of teacher leader initiatives across the United States, and for the question of whether science, technology, engineering, and mathematics (STEM) teacher leadership should be considered separately from a general notion of teacher leadership.

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Promoting Student Teachers’ Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson

Cited by 14 publications

References 26 publications

Teachers’ and educators’ perspectives on systems thinking and its implementation in Dutch biology education

Teachers’ and educators’ perspectives on systems thinking and its implementation in Dutch biology education

Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education

Strengthening the vision: Examining the understanding of a framework for teacher leadership development by experienced science teachers

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