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Research on socio-scientific issues (SSI) has revealed that it is critical for learners to develop a systematic understanding of the underlying issue. In this paper, we explore how modeling can facilitate students’ systems thinking in the context of SSI. Building on evidence from prior research in promoting systems thinking skills through modeling in scientific contexts, we hypothesize that a similar modeling approach could effectively foster students’ systematic understanding of complex societal issues. In particular, we investigate the affordances of socio-scientific models in promoting students’ systems thinking in the context of COVID-19. We examine learners’ experiences and reflections concerning three unique epistemic features of socio-scientific models, (1) knowledge representation, (2) knowledge justification, and (3) systems thinking. The findings of this study demonstrate that, due to the epistemic differences from traditional scientific modeling approach, engaging learners in developing socio-scientific models presents unique opportunities and challenges for SSI teaching and learning. It provides evidence that, socio-scientific models can serve as not only an effective but also an equitable tool for addressing this issue.
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Facilitating Systems Thinking Through Arts-Based STEM Integration
Engaging with socio-scientific issues often involves making sense of how – and for whom – actions, choices, and policies might affect aspects of daily life. Understanding the complexity of socio-scientific issues also requires recognizing the interconnectedness of – and working across – multiple communities and professions. We suggest that art, whether musical composition, illustrations, or sculpture / collage across materials would promote the synthesis of different types of knowledge across different scales and systems. The present investigation seeks to understand how arts integration into STEM curriculum could support systems thinking around socio-scientific issues, specifically around the issue of pathogen transmission in rural-agricultural communities. Our after-school program, which works with 3rd – 5th grade students in rural-agricultural communities, leverages the arts to promote systems-level understanding of zoonotic diseases and ecosystem dynamics. A total of 23 students across two sites located in rural communities in the Western United States participated in our afterschool program. We found that after completing the program students expanded their understanding of both the connections between concepts and an understanding of careers related to ecosystem dynamics. We suggest that educators can integrate both arts and sciences together to enhance systems thinking and expand student perception of the interconnectedness of STEM disciplines and their everyday lives.
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- Award ID(s):
- 1852235
- PAR ID:
- 10336027
- Date Published:
- Journal Name:
- Frontiers in Education
- Volume:
- 7
- ISSN:
- 2504-284X
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3389/feduc.2022.915333
