• Journal of The Korean Association For Science Education
• /
• v.38 no.3
• /
• pp.355-367
• /
• 2018

The purposes of this study are 1) to identify systems thinking level and definition, 2) to develop a framework for the assessment of systems thinking level, and 3) to develop a rubric for scoring open-ended written responded test. In order to achieve these purposes, a total of 60 articles were analyzed by using the literature analysis framework. The systems thinking level and definition are identified through the results of systems thinking literature analysis. Based on the systems thinking level and definitions, the research derived a framework that includes the core ideas and evaluation content of each level. In addition, rubric for the scoring of open-ended response test items was revised and supplemented. It is concluded that a content validity test on the tools (systems thinking level and definition, framework for item development, rubric) has been developed in the study. The content validity was verified by 7-science education experts. According to the result of CVI, it was found to be more than .95 in all three tools. Based on the results of this study, the research will develop items that can measure students' level of systems thinking. The construct validity and criterion validity of the developed items should be verified systematically. The research could carry out a validation study for the systems thinking measurement related to the core competence emphasized in the 2015 revised curriculum.

• Journal of The Korean Association For Science Education
• /
• v.37 no.4
• /
• pp.611-624
• /
• 2017

The purposes of this study are to explore Iceberg(IB) model as a systems thinking analysis tool for high school students, suggest a systems thinking analysis method using rubrics and verify its validity and reliability. For this study, the theoretical basis was examined through literature analysis about IB model and rubrics of evaluating the systems thinking. And 6 high school students participated in IB model activity and were interviewed about polar climate change. In addition, quantitative tests using systems thinking scale were also conducted to support the results of the IB model activity analysis. Data obtained from IB model activity was analyzed by using the rubrics of evaluating system thinking developed by Hung (2008). The analysis results were reviewed by two professors to confirm the validity and reliability. In order to confirm the validity, correlation analysis were performed between the rubrics and the quantitative test results. Finding are as follows: Six students used the IB model to express their systems thinking in detail and the results of the systems thinking analysis of students using rubrics showed a distribution of 17~35 points. Furthermore, the results of correlation analysis between rubrics and systems thinking scale was highly correlated (Pearson product-moment is .856) on significance level from .05. Using the IB model introduced in this study, students express their systems thinking effectively and the results of the systems thinking analysis using IB model is considered to analyze validity and reliability. Based on the results of this study, implication suggests how to study the systems thinking in science education.

• Journal of The Korean Association For Science Education
• /
• v.39 no.5
• /
• pp.599-611
• /
• 2019

The purpose of this study is to analyze the systems thinking level of pre-service teachers using rubrics of evaluating systems thinking. For this purpose, systems thinking level model, which can be applied to education or science education, was selected through literature analysis. Eight pre-service teachers' systems thinking were investigated through the systems thinking analysis tool used in domestic research. The systems thinking presented by the pre-service teachers were transformed into the box type causal map using Sibley et al. (2007). Two researchers analyzed the systems thinking using rubrics of evaluating systems thinking. For data analysis, quantitative analysis was performed through correlation analysis using SPSS. In addition, the qualitative analysis of the box type causal map was conducted and the consistency with the quantitative analysis results was verified. The results indicated that the correlation between the 5-Likert systems thinking measurement instrument and the rubrics score was highly correlated with the Pearson product-moment of .762 (p <.05). In the hierarchical correlation of the systems thinking level, the STH model was analyzed with a very high correlation with the Pearson product-moment of .722~.791, and 4-step model was analyzed .381~.730. The qualitative analysis suggested the concept to be included in the low level of system thinking, the higher the level, the less the concept that is presented properly. In conclusion, the level of systems thinking can be derived as a result of research that there is clearly, a hierarchical part. Based on the results of this study, it is necessary to develop a systems thinking level model applicable to science education and develop and validate items that can measure the level of systems thinking.

• Journal of The Korean Association For Science Education
• /
• v.42 no.4
• /
• pp.397-415
• /
• 2022

As the global warming problem becomes serious, the need for carbon cycle education in school is increasing. Adopting systems thinking ability is needed to understand the carbon cycle systematically. Furthermore, under the rapid change of environment, society, and economy, systems thinking ability is being emphasized as it can strengthen the competencies of students who will be leading the future society. The purposes of this study are as follows: first, is developing the systems thinking instrument for the carbon cycle and the rubric for analysis of systems thinking instrument. The second is analyzing the systems thinking ability of students using the developed instrument and rubric. In order to perform this study, previous studies related to the carbon cycle and systems thinking education were analyzed. Based on the analysis results, the systems thinking instrument for the carbon cycle and rubric were developed. The systems thinking ability was analyzed by implementing the developed instrument and rubric to 172 high school and university students. The results of this study are as follows: first, the systems thinking instrument for the carbon cycle was developed, and a rubric utilization guide was constructed. The instrument and rubric were modified through pilot study for middle school students producing expert opinion in relation to systems thinking and carbon cycle. Second, the systems thinking ability of students was analyzed. Consequently, students had systems thinking ability fully at a low level, such as identifying the variables related to the carbon cycle. However, it was shown that they lacked the systems thinking ability at a high level, such as time delay and feedback processes. The importance of the carbon cycle has been increasing since the global warming is the most pressing issue and significant environmental problem facing us today. Application of the systems thinking ability can contribute to understanding these complex problems and finding fundamental solutions.