Supporting Elementary Teachers’ Systems Thinking Through Professional Learning

• In Event: Systems Thinking Across Contexts and Levels

Abstract

Understanding what constitutes a system and being able to reason about variables that influence the outcomes of natural systems and functions of man-made systems (systems thinking; ST)) is a critical 21st century skill. This study investigated how understandings of systems and ST changed following a professional learning (PL) experience and the components of the PL they found most supportive in improving understandings for 9 elementary teachers. Teacher understanding of systems and ST and ability to differentiate between cycles/processes and systems improved as did their confidence to integrate ST (p < .001). Teachers attributed improvements to inclusion of modeled lessons, discussions, and lesson plan development during the PL.

Authors

• Amanda L. Gonczi, Michigan Technological University

• Jennifer L. Maeng, University of Virginia

• Ruohan Liu, Seattle University

• Robert M. Handler, Michigan Technological University