Development of Systems and Futures Thinking Skills by Primary Pre-Service Teachers for Addressing Epidemics

Autor/inn/en	Uskola, Araitz; Puig, Blanca
Titel	Development of Systems and Futures Thinking Skills by Primary Pre-Service Teachers for Addressing Epidemics
Quelle	In: Research in Science Education, 53 (2023) 4, S.741-757 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uskola, Araitz) ORCID (Puig, Blanca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-023-10097-7
Schlagwörter	Preservice Teachers; Elementary Education; Thinking Skills; Pandemics; Prevention; Futures (of Society); Systems Approach; Skill Development; Learning Activities; Instructional Effectiveness; Concept Formation; Science Instruction; Self Concept; Change Agents + Suchen Sie Ihr Suchwort? Elementarunterricht; Denkfähigkeit; Prävention; Vorbeugung; Future; Society; Zukunft; Systemischer Ansatz; Kompetenzentwicklung; Qualifikationsentwicklung; Lernaktivität; Unterrichtserfolg; Concept learning; Begriffsbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Selbstkonzept
Abstract	Science educators highlight the importance of developing systems thinking (ST) and futures thinking (FT) for students to make decisions and to be active citizens that address socioscientific problems. The dimensions related to FT take in this study were three implied in ST and two in the appropriation of the future. The aim of this study is to analyse the level of FT-related dimensions developed by a group of pre-service elementary teachers and how far different activities designed to foster them were effective. Written explanations presented by the participants about the origin of pandemics and possible ways to prevent them, as well as videos developed by small groups with the goal to present a campaign for avoiding future pandemics, were analysed. Based on the literature, five dimensions and up to four levels of performances were identified. After completing the activities, participants were able to relate the three spheres of the "One Health" notion to explain the causes of pandemics. Moreover, they established complex cause-effect relationships between the different factors, although they only constructed monocausal relationships when proposing measures. Participants improved their performance in anticipating the future and identifying themselves as agents of change. The elaboration of concept maps facilitated the development of components and behaviour ST dimensions, and the design of the campaign allowed participants to identify themselves as agents of change. The use of these strategies in science education can contribute to the development of a citizenry capable of understanding and acting on systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01