Systems thinking within the scope of education for sustainable development (ESD) – a heuristic competence model as a basis for (science) teacher education

Schuler, Stephan; Fanta, Daniela; Rosenkraenzer, Frank; Rieß, Werner

doi:10.1080/03098265.2017.1339264

Cited by 83 publications

(77 citation statements)

References 21 publications

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“…1910's [133][134][135][136][137][138][139][140][141][142] To understand and interpret complex systems in order to navigate information, make decisions, and solve problems.…”

Section: Systems Thinkingmentioning

confidence: 99%

“…to structure, to organise) and to explain complex aspects of reality as systems". According to this definition, Riess and Mischo stressed essential aspects of systems thinking, which include the ability to identify important elements of systems and the varied interdependency between these elements, the ability to recognise dimensions of time dynamics, the ability to construct an internal model of reality and the ability to give explanations, to make prognoses and to develop means and strategies of action based on that model 141 . Model for scientific thinking Scientific thinking is composed of a set of characteristics that includes practical inclination, analytical interest, intellectual independence, and assertiveness 144 .…”

Section: Systems Thinkingmentioning

confidence: 99%

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Comparison of the Informed Health Choices Key Concepts Framework to other frameworks relevant to teaching and learning how to think critically about health claims and choices: a systematic review

Oxman

García

2020

F1000Res

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Background: The Informed Health Choices (IHC) Key Concepts are principles for evaluating the trustworthiness of claims about treatment effects. The Key Concepts provide a framework for developing learning-resources to help people use the concepts when treatment claims are made, and when they make health choices. Objective: To compare the framework provided by the IHC Key Concepts to other frameworks intended to promote critical thinking about treatment (intervention) claims and choices. Methods: We identified relevant frameworks from reviews of frameworks, searching Google Scholar, citation searches, and contact with key informants. We included frameworks intended to provide a structure for teaching or learning to think critically about the basis for claims, evidence used to support claims, or informed choices. For a framework to be included, there had to be a description of its purpose; a list of concepts, competences, or dispositions; and definitions of key terms. We made independent assessments of framework eligibility and extracted data for each included framework using standardised forms. Results: Twenty-two frameworks met our inclusion criteria. The purpose of the IHC Framework is similar to that of two frameworks for critical thinking and somewhat similar to that of a framework for evidence-based practice. Those frameworks have broader scopes than the IHC Framework. An important limitation of broad frameworks is that they do not provide an adequate basis (concepts) for deciding which claims to believe and what to do. There was at most some overlap between the concepts, competences, and dispositions in each of the 22 included frameworks and those in the IHC Framework. Conclusions: The IHC Key Concepts Framework appears to be unique. Our review has shown how it and other frameworks can be improved by taking account of the ways in which other related frameworks have been developed, evaluated, and made useful.

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“…1910's [133][134][135][136][137][138][139][140][141][142] To understand and interpret complex systems in order to navigate information, make decisions, and solve problems.…”

Section: Systems Thinkingmentioning

confidence: 99%

Section: Systems Thinkingmentioning

confidence: 99%

Comparison of the Informed Health Choices Key Concepts Framework to other frameworks relevant to teaching and learning how to think critically about health claims and choices: a systematic review

Oxman

García

2020

F1000Res

View full text Add to dashboard Cite

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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: 86%

“…Systems thinking as a crosscutting concept can be widely applied in education, e.g. in geography (Cox, Steegen, and Elen 2018;Rempfler and Uphues 2012), sustainable development (Schuler et al 2018), chemistry (Hrin et al 2017), and biology (Tripto, Ben-Zvi Assaraf, and Amit 2013).…”

Section: Introductionmentioning

confidence: 99%

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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“…In the academic discourse on Education for Sustainable Development (ESD), various models of key competencies for sustainable development evolved and have been widely implemented [5][6][7][8][9][10][11][12][13]. Throughout these models, some variation exists, but systems thinking is unanimously regarded as one of the key elements.…”

Section: Systems Thinking In An Increasingly Complex Worldmentioning

confidence: 99%

Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany

et al. 2019

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This study presents an attempt to contribute to the field of Education for Sustainable Development (ESD) by conceptualizing systems thinking skills of four- to six-year-old preschool children with the role of age in this particular skill. For this purpose, we developed and tested a method and instruments to assess and conceptualize systems thinking skills of 52 preschool children in early childhood education contexts from Turkey and Germany. By employing qualitative case study research, we concluded that the young children showed some signs of complex understanding regarding systems thinking in terms of detecting obvious gradual changes and two-step domino and/or multiple one-way causalities, as well as describing behavior of a balancing loop. However, their capacity was found to be limited when it comes to detecting a reinforcing loop, understanding system mechanisms by acknowledging the unintended consequences, detecting hidden components and processes, demonstrating multi-dimensional perspective, solving problems through high-leverage interventions, and predicting the future behavior of the system. Age had a notable effect on the total systems thinking mean scores of the participants.

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Systems thinking within the scope of education for sustainable development (ESD) – a heuristic competence model as a basis for (science) teacher education

Cited by 83 publications

References 21 publications

Comparison of the Informed Health Choices Key Concepts Framework to other frameworks relevant to teaching and learning how to think critically about health claims and choices: a systematic review

Comparison of the Informed Health Choices Key Concepts Framework to other frameworks relevant to teaching and learning how to think critically about health claims and choices: a systematic review

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

Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany

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