Development of Systems and Futures Thinking Skills by Primary Pre‑service Teachers for Addressing Epidemics
dc.contributor.author | Uskola Ibarluzea, Araitz | |
dc.contributor.author | Puig, Blanca | |
dc.date.accessioned | 2024-01-08T17:07:04Z | |
dc.date.available | 2024-01-08T17:07:04Z | |
dc.date.issued | 2023-01-16 | |
dc.identifier.citation | Research in Science Education 53(4) : 741-757 (2023) | es_ES |
dc.identifier.issn | 0157-244X | |
dc.identifier.issn | 1573-1898 | |
dc.identifier.uri | http://hdl.handle.net/10810/63787 | |
dc.description.abstract | Science educators highlight the importance of developing systems thinking (ST) and futures thinking (FT) for students to make decisions and to be active citizens that address socioscientific problems. The dimensions related to FT take in this study were three implied in ST and two in the appropriation of the future. The aim of this study is to analyse the level of FT-related dimensions developed by a group of pre-service elementary teachers and how far different activities designed to foster them were effective. Written explanations presented by the participants about the origin of pandemics and possible ways to prevent them, as well as videos developed by small groups with the goal to present a campaign for avoiding future pandemics, were analysed. Based on the literature, five dimensions and up to four levels of performances were identified. After completing the activities, participants were able to relate the three spheres of the “One Health” notion to explain the causes of pandemics. Moreover, they established complex cause-effect relationships between the different factors, although they only constructed monocausal relationships when proposing measures. Participants improved their performance in anticipating the future and identifying themselves as agents of change. The elaboration of concept maps facilitated the development of components and behaviour ST dimensions, and the design of the campaign allowed participants to identify themselves as agents of change. The use of these strategies in science education can contribute to the development of a citizenry capable of understanding and acting on systems. | es_ES |
dc.description.sponsorship | Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This research was developed within RODA (Ref. ED431C2021/05) and KOMATZI (GIU19/008) research groups, and was supported by ESPIGA project, funded by the Spanish Ministry of Science, Education, and Universities, partly funded by the European Regional Development Fund (ERDF). Grant code PGC2018-096581-B-C22. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Springer | es_ES |
dc.relation | info:eu-repo/grantAgreement/MCIU/PGC2018-096581-B-C22. | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
dc.subject | agency | es_ES |
dc.subject | one health | es_ES |
dc.subject | futures thinking | es_ES |
dc.subject | systems thinking | es_ES |
dc.subject | primary pre-service teachers’ training | es_ES |
dc.title | Development of Systems and Futures Thinking Skills by Primary Pre‑service Teachers for Addressing Epidemics | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | © 2023, The Author(s). This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. | es_ES |
dc.relation.publisherversion | https://link.springer.com/article/10.1007/s11165-023-10097-7 | es_ES |
dc.identifier.doi | 10.1007/s11165-023-10097-7 | |
dc.departamentoes | Didáctica de las Matemáticas, Ciencias Experimentales y Sociales | es_ES |
dc.departamentoeu | Matematika, Zientzia Esperimental eta Gizarte Zientzien Didaktika | es_ES |
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Except where otherwise noted, this item's license is described as © 2023, The Author(s). This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.