Development of system thinking skills in the context of earth system education
Development of system thinking skills in the context of earth system education
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DOI：
10.1002/tea.20061
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发表时间：
2005-05-01
影响因子：
4.6
通讯作者：
Orion, N
中科院分区：
文献类型：
--
作者：
Assaraf, OBZ;Orion, N
目前的研究涉及初中阶段系统思维技能的发展。样本人群包括来自以色列城市初中两个不同班级的约 50 名八年级学生，他们学习了基于地球系统的课程，重点关注水力循环。该研究解决了以下研究问题：(a) 学生能否处理复杂的系统？ (b) 是什么影响了学生处理系统感知的能力？； (c) 系统思维的认知成分之间有什么关系？该研究结合了定性和定量方法，并涉及各种研究工具，旨在收集有关学生在学习过程之前、之中和之后的知识和理解的数据。研究结果表明，地球系统背景下系统思维的发展由按层次结构排列的几个连续阶段组成。每个阶段发展的认知技能是下一个高阶思维技能发展的基础。研究表明，尽管学生的初始系统思维能力最低，但他们中的大多数人在系统思维技能方面取得了一些有意义的进步，其中三分之一的人在水循环背景下达到了系统思维的最高水平。我们发现两个主要因素是学生进步差异的根源：（a）学生的个人认知能力，以及（b）他们在室内和室外探究式学习期间参与知识整合活动的程度。 (c) 2005 年 Wiley 期刊公司。
The current study deals with the development of system thinking skills at the junior high school level. The sample population included about 50 eighth-grade students from two different classes of an urban Israeli junior high school who studied an earth systems-based curriculum that focused on the hydro cycle. The study addressed the following research questions: (a) Could the students deal with complex systems?; (b) What has influenced the students' ability to deal with system perception?; and (c) What are the relationship among the cognitive components of system thinking? The research combined qualitative and quantitative methods and involved various research tools, which were implemented in order to collect the data concerning the students' knowledge and understanding before, during, and following the learning process. The findings indicated that the development of system thinking in the context of the earth systems consists of several sequential stages arranged in a hierarchical structure. The cognitive skills that are developed in each stage serve as the basis for the development of the next higher-order thinking skills. The research showed that in spite of the minimal initial system thinking abilities of the students most of them made some meaningful progress in their system thinking skills, and a third of them reached the highest level of system thinking in the context of the hydro cycle. Two main factors were found to be the source of the differential progress of the students: (a) the students' individual cognitive abilities, and (b) their level of involvement in the knowledge integration activities during their inquiry-based learning both indoors and outdoors. (c) 2005 Wiley Periodicals, Inc.