دورية أكاديمية
Tracing System Thinking Skills in Science Curricula: A Case Study from Turkey
| العنوان: | Tracing System Thinking Skills in Science Curricula: A Case Study from Turkey |
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| اللغة: | English |
| المؤلفون: | Güliz Karaarslan Semiz (ORCID |
| المصدر: | International Journal of Science and Mathematics Education. 2024 22(3):515-536. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Thinking Skills, Science Curriculum, Foreign Countries, Elementary Education, Sustainability, STEM Education, Elementary School Students, Cognitive Processes, Science Process Skills |
| مصطلحات جغرافية: | Turkey |
| DOI: | 10.1007/s10763-023-10383-w |
| تدمد: | 1571-0068 1573-1774 |
| مستخلص: | Including systems thinking in science education helps students understand the complex global problems of the present era. The study aimed to trace and evaluate the system thinking (ST) skills in K-8 science curricula, with a focus on sustainability-related subjects and units. Firstly, the authors reviewed the related literature on the systems thinking models and identified the components of systems thinking skills needed to evaluate the science curricula. Secondly, they developed a systems thinking rubric with two parts. The first part included eleven systems thinking components, definitions, key concepts, and sample learning objectives. The second part contained four assessment criteria to evaluate the ST levels (novice, beginning, intermediate and advanced) in the science curricula and science textbooks. Finally, the authors pilot-tested the rubrics to analyze the Turkish K-8 science curricula and textbooks in terms of ST skills. The results revealed that science curricula and textbooks included nine out of eleven systems thinking components; however, they were mostly at the beginning level. This study suggests that the integrated rubric is a valid and reliable tool to evaluate the systems thinking components, and science educators can use it to decide how to integrate ST skills into science curricula. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| URL الوصول: | https://link.springer.com/article/10.1007/s10763-023-10383-w |
| رقم الأكسشن: | EJ1410920 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1571-0068 1573-1774 |
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| DOI: | 10.1007/s10763-023-10383-w |