The impact of system specifics on systems thinking     

Sophia Mambrey  Justin Timm  Jana Julia Landskron  Philipp Schmiemann 《科学教学研究杂志》2020,57(10):1632-1651

Present and future social and ecological challenges are complex both to understand and to attempt to solve. To comprehend the complex systems underlying these issues, students need systems thinking skills. However, in science education, a uniform delineation of systems thinking across contexts has yet to be established. While there seems to be consensus on a number of key skills from a theoretical perspective, it remains uncertain whether it is possible to distinguish levels of systems thinking, and if so, how they would be determined. In this study, we investigated the impact of the specifics of a system on the skills and levels of systems thinking. We administered a 36-item multiple-choice test to 196 Grade 5 and 6 students. For our analysis, we followed a quantitative approach, applying a systems thinking model that incorporates the latest insights on the levels and skills of systems thinking in geography to the context of ecology. By following an Item Response Theory approach, we confirmed a set of systems thinking skills that are necessary to understand complex systems in ecology: identifying system organization, analyzing system behavior, and system modeling. We examined whether individual skill levels can be distinguished to determine whether a system's general principle or system-specific features cause difficulty for students. Our results indicate that system specifics, such as type of relation within ecosystems (e.g., predator–prey), appear to determine the formation of levels. Students struggled most with the difference between basic, direct cause-and-effect relationships and indirect effects. Once they understood the relevance of indirect relationships in moderately complex systems, a further increase in complexity caused little additional difficulty. Accordingly, we suggest that systems thinking should be examined from a variety of perspectives. To promote interdisciplinary learning, a systems thinking model that defines key commonalities across fields while leaving space for system specifics is needed.  相似文献   

Nomadic trajectories: mapping short film production in Singapore 1     

Sophia Siddique Harvey 《Inter-Asia Cultural Studies》2013,14(2):262-276

Abstract

The short film form in Southeast Asia is a potent form of cultural production and one that contributes compellingly to the development and continued growth of the region’s moving image culture. This essay provides a preliminary theoretical framework within which to map the intricacies of the short film within Southeast Asia and offers a case study of short film production in Singapore. The essay grapples with the polymorphous and itinerant qualities of the production, distribution, and/or exhibition of short films through the concepts of modes of production, object, text, and/or trace. It identifies and examines two key traces in contemporary Singapore film production: merantau and motley urbanisms.  相似文献   

SHOULD PEGGY AND PETER PRAY?     

Sophia Lyon Fahs 《Religious education (Chicago, Ill.)》2013,108(7):596-605

  相似文献   

Findings of the Conference of Educational Agencies     

Sophia L. Fahs∗∗ 《Religious education (Chicago, Ill.)》2013,108(4):208-209

  相似文献   

Assessment of Greek University Students’ Counselling Needs and Attitudes: An Exploratory Study     

Theodoros Giovazolias  Sophia Leontopoulou  Sophia Triliva 《International journal for the advancement of counseling》2010,32(2):101-116

The present study is concerned with an exploration of counselling needs of students at two Greek universities as well as their attitudes to utilizing a university counselling centre. The sample consisted of 312 students who completed a Greek version of the Rutgers Needs Assessment Questionnaire as well as a subscale on Attitudes towards the Counselling Centre. The analysis of the data indicated that issues about relationships, goal setting and problem-solving were the main concerns of the participants. It was also found that students, especially those who faced some kind of psychological difficulties, held a negative attitude towards visiting a university counselling centre.  相似文献   

Characterisation of 18 Melkite icons dating from the 17th to the 19th c. AD     

Sophia Lahlil  Elisabeth Martin 《Journal of Cultural Heritage》2012,13(3):332-338

  相似文献   

Priming Effects of Late-Night Comedy     

Moy  Patricia; Xenos  Michael A.; Hess  Verena K. 《Int. Journal of Public Opinion Research》2006,18(2):198-210

Having become fully integrated into the contemporary politicallandscape, infotainment-oriented media extend Americans’traditional news (e.g. newspaper, radio, and television) toinclude a greater number of sources for political information,and in some cases, political mobilization. Given the increasingprominence of infotainment-oriented media in contemporary politics,this study addresses the effects of one particular type of infotainment—late-nightcomedy—during the 2000 presidential campaign. Specifically,we are interested in whether watching late-night comedy showsinfluences viewers’ evaluations of the candidates whohave appeared on these shows; in particular, we investigatepriming as the mechanism by which such influences occur. Findingsfrom the 2000 National Annenberg Election Survey (N = 11,482)indicate that evaluations of candidates are based in part onrespondents’ sociodemographics, perceptions of candidatesto handle certain issues, and their character traits. Therewas a main effect of watching late-night comedy on evaluationsof candidates; more importantly, viewers were more likely thannonviewers to base their evaluations of George W. Bush on charactertraits after he appeared on The Late Show with David Letterman.  相似文献   

Reimagining the place of students in academic development     

Peter Felten  Sophia Abbot  Jordan Kirkwood  Aaron Long  Tanya Lubicz-Nawrocka  Lucy Mercer-Mapstone 《International Journal for Academic Development》2019,24(2):192-203

ABSTRACT

As calls for student-staff partnership proliferate across higher education, academic development must re-examine and reimagine its relationship to students. Students generally occupy roles with limited agency in academic development. We argue that this needs to change. We propose re-articulating the purpose of academic development toward the creation of conditions that liberate everyone involved in teaching and learning in higher education. We offer four vignettes that illustrate what is possible when students have the opportunity to embrace their essential roles. We conclude by reflecting on the human implications of student agency in academic development and higher education more broadly.  相似文献   

Revisiting reflective practice in an era of teacher education reform: A self-study of an early childhood teacher education program     

Sophia Han  Jolyn Blank  Ilene R. Berson 《Journal of Early Childhood Teacher Education》2020,41(2):162-182

ABSTRACT

The authors describe a major program reform study of an early childhood teacher education program in a large, urban, state university in the United States. Over a 4-year period, our team of early childhood faculty undertook an intentional and reflective program reform study to better advocate for quality early childhood educational philosophy and practice, while ensuring our program aligned with the newer national accreditation policy and state teacher certification standards. In this article, we identify three core problems we encountered, articulate how we approached each of them based on our philosophical framework, and discuss further considerations of each.  相似文献   

Components of Social Competence and Strategies of Support: Considering What to Teach and How     

Heejeong Sophia Han  Kristen Mary Kemple 《Early Childhood Education Journal》2006,34(3):241-246

Decisions about how to support the development of young children’s social competence must be made on the basis of knowledge of important competencies to be developed, as well as effective strategies to support those competencies. This paper combines a broad-definition model of components of social competence (Kostelnik, Stein, Whiren, Soderman, & Gregory, 2002) with a continuum model of support strategies ranging from most to least naturalistic (Kemple, 2004). Illustrations of specific strategies to support particular competencies are provided.  相似文献