System competence – Are elementary students able to deal with a biological system?

Sommer, Cornelia; Lücken, Markus

doi:10.5617/nordina.255

Cited by 50 publications

(65 citation statements)

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“…Furthermore they illustrate that children of that age do not only show convergent thinking (Harms, Mayer, Hamann, Beyrhuber & Kattmann, 2004), but one can also find different dimensions of networked thinking in these children's perceptions like multi-causal explanations, the connection of natural and anthropogenic processes and/or complex relations (Lecher, 1997;Sommer & Lücken, 2010;Bertschy & Künzli David, 2011). Furthermore they illustrate that children of that age do not only show convergent thinking (Harms, Mayer, Hamann, Beyrhuber & Kattmann, 2004), but one can also find different dimensions of networked thinking in these children's perceptions like multi-causal explanations, the connection of natural and anthropogenic processes and/or complex relations (Lecher, 1997;Sommer & Lücken, 2010;Bertschy & Künzli David, 2011).…”

Section: Figure 2 Children´s Perceptions Of 'Causes Of Climate Changmentioning

confidence: 99%

Environment, Ethics and Cultures

Stables¹,

Keirl²

2015

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ScopeTechnology Education has gone through a lot of changes in the past decades. It has developed from a craft oriented school subject to a learning area in which the meaning of technology as an important part of our contemporary culture is explored, both by the learning of theoretical concepts and through practical activities. This development has been accompanied by educational research. The output of research studies is published mostly as articles in scholarly Technology Education and Science Education journals. There is a need, however, for more than that. The fi eld still lacks an international book series that is entirely dedicated to Technology Education. The International Technology Education Studies aim at providing the opportunity to publish more extensive texts than in journal articles, or to publish coherent collections of articles/chapters that focus on a certain theme. In this book series monographs and edited volumes will be published. The books will be peer reviewed in order to assure the quality of the texts. A C.I.P. record for this book is available from the Library of Congress. ISBN: 978-94-6209-936-4 (paperback) ISBN: 978-94-6209-937-1 (hardback) ISBN: 978-94-6209-938-8 (e-book) Published by: Sense Publishers,

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Section: Figure 2 Children´s Perceptions Of 'Causes Of Climate Changmentioning

confidence: 99%

Environment, Ethics and Cultures

Stables¹,

Keirl²

2015

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“…Students' system thinking is assessed using different methods such as interviews, videotaping, paper-and-pencil tests (Assaraf & Orion, 2010;Evagorou, Korfiatis, Nicolaou, & Constantinou, 2009), and concept maps (Assaraf & Orion, 2005;Brandstädter et al, 2012;Sommer & Lücken, 2010). According to the large student sample, we decided to apply a paper-and-pencil test with a mixture of closed-ended and open-ended items to measure students' system thinking.…”

Section: Methodsmentioning

confidence: 99%

“…Current definitions of system thinking (e.g. Assaraf & Orion, 2005Evagorou, Korfiatis, Nicolaou, & Constantinou, 2009;Riess & Mischo, 2010;Sommer & Lücken, 2010;Verhoeff, 2003) share two fundamental aspects: (1) the ability to organise the system's elements within a system's framework and (2) the ability to understand the relationships between these elements. Brandstädter and colleagues (2012) expanded this groundwork by describing two domains of system thinking.…”

Section: Students' Science Performancementioning

confidence: 99%

“…Brandstädter and colleagues (2012) expanded this groundwork by describing two domains of system thinking. The first domain -structural system thinking -is defined as the ability to identify and connect the elements of a system, to organise these elements in a reference framework, and to identify and draw system borders (Brandstädter et al, 2012;Sommer & Lücken, 2010). The second domain -procedural system thinking -concerns the ability to differentiate between the properties of the system and the properties of its elements, as well as the ability to identify dynamic relationships and to understand and predict consequences of changes within a system.…”

Section: Students' Science Performancementioning

confidence: 99%

“…The second domain -procedural system thinking -concerns the ability to differentiate between the properties of the system and the properties of its elements, as well as the ability to identify dynamic relationships and to understand and predict consequences of changes within a system. In addition, it covers the understanding and evaluation of effects and reactions within a system (Brandstädter et al, 2012;Sommer & Lücken, 2010).…”

Section: Students' Science Performancementioning

confidence: 99%

See 2 more Smart Citations

Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance

Mahler

Großschedl

Harms

2017

International Journal of Science Education

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Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive relationship between these three domains and students' performance in science. Students' science performance was conceptualised by system thinking performance in the context of biology teaching. In order to test our hypothesis, we examined the relationship between the knowledge triplet CK, PCK, and CuK and students' performance. 48 biology teachers and their students (N = 1036) participated in this study. Teachers' content-related professional knowledge and students' performance were measured by paper-and-pencil tests. Moreover, we used concept maps to further assess students' performance. By specifying doubly latent models, we found a significant positive relationship between biology teachers' PCK and students' performance. On the contrary, the results reveal no relationship between CK and CuK and students' performance. These findings are discussed in respect to modelling the interrelationship of teachers' content-related professional knowledge and students' learning in science, as well as concerning their relevance for further research and teacher education programmes. ARTICLE HISTORY

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Mental models, cognitive maps, and the challenge of quantitative analysis of their network representations

Haque

Mahmoudi

Ghaffarzadegan

et al. 2023

System Dynamics Review

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Cognitive maps, or mental maps, are externalized portrayals of mental models—people's mental representations of reality and their presumptions about how the world works. They are often used as the intermediary step toward uncovering individuals' presumptions of the outside world. Yet, the next step is often vague: once one's understanding of the real world is mapped, how can we systematically evaluate the maps and compare and contrast them? In this note, we review several common approaches to analyzing cognitive maps, some rooted in network theories, and apply them to a dataset of 30 graduate students who analyzed a complex socioenvironmental problem. Our analysis shows that these methods provide inconsistent results and often fall short of capturing variations in mental models. The analysis points to a lack of effective methods for examining such maps and helps articulate a major research problem for systems‐thinking scholars. © 2023 System Dynamics Society.

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System competence – Are elementary students able to deal with a biological system?

Cited by 50 publications

References 0 publications

Environment, Ethics and Cultures

Environment, Ethics and Cultures

Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance

Mental models, cognitive maps, and the challenge of quantitative analysis of their network representations

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