Supporting Teacher Understanding of Systems and Systems Thinking

Abstract

The Next Generation Science Standards emphasizes students’ 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. However, teachers need to understand these constructs in order to teach them effectively. We designed and implemented a 3-day professional learning (PL) experience to build elementary teachers’ understanding of systems and systems thinking (ST) using a conceptual change approach. The PL emphasized developing teachers’ ability to identify key components of systems and ST and distinguish between systems and cycles, develop their confidence to integrate systems and ST into instruction, and support their integration of and ability to assess ST. Teachers engaged in modeled lessons, learning from a systems engineer, and lesson planning with feedback. Teachers’ understanding of systems and ST and confidence for teaching ST improved, and they reported that ST was important to include in instruction following the PL. Teachers reported modeled activities, discussion, and creating and receiving feedback on lesson plans to be the most valuable components of the PL. Several implemented the lesson plans they developed during the PL with positive student outcomes in terms of engagement and conceptual understanding.