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An Analysis of Systems Thinking Revealed in Middle School Astronomy Classes: The Case of Science Teachers' Teaching Practices for the Unit of Stars and Universe
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 Title & Authors
An Analysis of Systems Thinking Revealed in Middle School Astronomy Classes: The Case of Science Teachers' Teaching Practices for the Unit of Stars and Universe
Oh, Hyunseok; Lee, Kiyoung; Park, Young-Shin; Maeng, Seungho; Lee, Jeong-A;
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 Abstract
The purpose of this study was to analyze system thinking revealed in science teachers' teaching practices of middle school astronomy classes. Astronomy lessons were video-taped from four eighth grade science teachers. The video recordings were all transcribed and analyzed by employing a framework for systems thinking analysis after modifying an existing frame of hierarchial structure used in relevant previous studies. In addition, four participants were interviewed in order to uncover their orientation toward teaching using video stimulated recall method. Findings are as follows: All participating teachers were not able to employ the four levels of system thinking appropriately and only utilized the low level of systems thinking. They also demonstrated teacher-centered practices for employing system thinking despite their student-centered orientation toward teaching. The main reason for these results may be that teachers focused more on spatial thinking, than on system thinking as well as the lack of teacher's knowledge about the content and formative assessment of non-earth science teachers. Implications on how to effectively employ the system thinking in astronomy class are discussed in this paper.
 Keywords
system thinking;framework for systems thinking analysis;astronomy class;astronomical thinking;
 Language
Korean
 Cited by
1.
Effects of Systems Thinking on High School Students’ Science Self-Efficacy, Journal of the Korean earth science society, 2016, 37, 3, 173  crossref(new windwow)
2.
Validation of Learning Progressions for Earth's Motion and Solar System in Elementary grades: Focusing on Construct Validity and Consequential Validity, Journal of The Korean Association For Science Education, 2016, 36, 1, 177  crossref(new windwow)
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