Assessing the Pre-Service Science and Mathematics Teachers’ Systems Thinking Skills through Case Scenarios
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Resumo
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.
Dados da obra
- Tipo
- Artigo
- Periódico
- Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, v. 18, n. 2, p. 375-403
- Ano
- 2024 (2024-12-26)
- Idioma
- en
- Palavras-chave
- systems thinking; pre-service teachers; science teacher education; mathematics teacher education; case scenarios; scenario-based assessment; causal loops; dynamic thinking; teacher professional development
- Temas
- Avaliação, Formação de Professores de Matemática
- DOI
- 10.17522/balikesirnef.1511926
- ISSN
- 1307-6086
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
CEYHAN, Gaye Defne; BUDAK, Ulku Seher; KARGA, Busra. Assessing the Pre-Service Science and Mathematics Teachers’ Systems Thinking Skills through Case Scenarios. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, v. 18, n. 2, p. 375-403, 2024. DOI: https://doi.org/10.17522/balikesirnef.1511926.
APA
Ceyhan, G. D., Budak, U. S., & Karga, B. (2024). Assessing the Pre-Service Science and Mathematics Teachers’ Systems Thinking Skills through Case Scenarios. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 18(2), 375-403. https://doi.org/10.17522/balikesirnef.1511926
BibTeX
@article{ceyhan2024,
author = {Ceyhan, Gaye Defne and Budak, Ulku Seher and Karga, Busra},
title = {Assessing the Pre-Service Science and Mathematics Teachers’ Systems Thinking Skills through Case Scenarios},
year = {2024},
journal = {Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi},
volume = {18},
number = {2},
pages = {375-403},
doi = {10.17522/balikesirnef.1511926},
language = {en}
}RIS
TY - JOUR AU - Ceyhan, Gaye Defne AU - Budak, Ulku Seher AU - Karga, Busra TI - Assessing the Pre-Service Science and Mathematics Teachers’ Systems Thinking Skills through Case Scenarios PY - 2024 JO - Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi VL - 18 IS - 2 SP - 375 EP - 403 DO - 10.17522/balikesirnef.1511926 LA - en ER -
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