The Acquisition of Systems Thinking Competence through Geography Teaching
DOI:
https://doi.org/10.37134/geografi.vol12.1.2.2024Keywords:
Competency, systems thinking, teaching, inquiry learning, local knowledgeAbstract
This quasi-experimental study aims to determine the effect of an inquiry-based learning approach (IBL) on the acquisition of system thinking competence. The sample of 133 form one students in three schools in Batang Padang District, Perak selected by purposive sampling based on the rationale of the 'intact group'. Two experimental groups received IBL interventions and IBL with the infusion of local knowledge (IBL-LK) and a control group through traditional teaching. ANOVA results found a significant difference, p<0.05 in the acquisition of spatial competence [F(2,127)=18.82] and cultural competence [F(2,127)=3.78]. For temporal competence from the dimension of future thinking, only the concept related to creating a vision for the future was found to be significantly different found in the IBL-LK group. From the aspect of disciplinary competence, only the IBL-LK group showed the ability to make a balanced connection or relationship between all dimensions of development. From a practical point of view, this study contributes to the determination of key competencies relevant for sustainable development that are adapted according to orientation, focus and needs in school geography subjects. This study has also given some recommendations for the selection of local knowledge that is appropriate according to the learning topic. The implication is that inquiry teaching with the infusion of local knowledge is highly proposed as the teaching model for school geography subjects to develop system thinking competence more effectively.
Downloads
References
Ahmad Zaharuddin Sani Ahmad Sabri, Roziya Abu, Shamshuritawati Sharif & Rozira Abu. (2021). Accepting other religion and live harmoniously: A study on Malaysian youth. Online Journal of Research in Islamic Studies, 8(2), 1-10.
Antonsich, M. (2010). Meanings of place and aspects of the Self: an interdisciplinary and empirical account. GeoJournal, 75, 119-132.
Attard, C., Berger, N., & Mackenzie, E. (2021) The positive influence of inquiry-based learning teacher professional learning and industry partnerships on student engagement with STEM. Frontiers in Education. 6,693221.
Bagoly-Simó, P. (2023). Geography’s unkept promises of education for sustainable development (ESD) on geography’s wasted potential to educate for a more sustainable future. International Research in Geographical and Environmental Education. 32(1), 53–68.
Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning: a review of research on inquiry-based and cooperative learning. In L. Darling - Hammond, B. Barron, P.D. Pearson, A.H. Schoenfeld, E.K. Stage, T.D. Zimmerman, G.N. Cervetti & J. L. Tilson (eds.). Powerful learning: What we know about teaching for understanding. (p, 11-70). Jossey-Bass.
Bednarz, R.S., & Bednarz, S.W. (2008). The importance of spatial thinking in an uncertain world. In D.Z. Sui (ed.), Geospatial technologies and homeland security, geospatial technologies and homeland security research frontiers and future challenges. (p, 315-330). Springer.
Bell, D.V.J. (2016). Twenty first century education: Transformative education for sustainability and responsible citizenship. Journal of Teacher Education for Sustainability, 18(1), 48-56.
Brazdauskas, M. (2019). Assessing the importance of systems thinking for sustainability-oriented education. Journal of Creativity and Business Innovation, 5, 168-176.
Brundiers, K., Wiek, A., & Redman, C. L. (2010). Real-world learning opportunities in sustainability: From classroom into the real world. International Journal of Sustainability in Higher Education, 11(4), 308-324.
Cebrián, G., & Junyent, M. (2015). Competencies in education for sustainable development: Exploring the student teachers' views. Sustainability, 5(7), 2768-2786.
Chand, K., Kanesan, S., Kobran, S., Kong, P.Y., & Rasid, I. (2023). Mission 4.7: The status of education for sustainable development in MALAYSIA: A pilot study to assess gaps, options and opportunities for the achievement of SDG Target 4.7 in Malaysia. https://www.mission4point7.org/news/mission-4-7-malaysia -releases-interim-report.
Chapin, F.S., & Knapp, C.N. (2015). Sense of place: a process for identifying and negotiating potentially contested visions of sustainability. Environmental Science & Policy, 53, 38-46.
Chen, K-H., & Hsu, L-P. (2020). Visioning the future: Evaluating learning outcomes and impacts of futures-oriented education. Journal of Futures Studies, 24(4), 103–116.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. (2nd ed.). Lawrence Erlbaum Associates, Publishers.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. (7th ed.). Routledge.
de Haan, G. (2006). The BLK ‘21’ programme in Germany: a ‘Gestaltungskompetenz’ ‐ based model for education for sustainable development. Environmental Education Research, 12(1), 19-32.
Didham, R.J., & Ofei-Manu, P. (2018). Advancing policy to achieve quality Education for Sustainable Development. In A. Leicht, J. Heiss, & W. J. Byun, (eds.), Issues and trends in Education for Sustainable Development. (p, 87-110). UNESCO.
Edelson, D.C. (2011). Geo-literacy preparation far reaching decisions. Education, National Geographic Society. http://education.Nationalgeographic.com/edu cation/news/geo-literacy-preparation-far-reaching-decisions/?ar_a=1.
Edwards, A. (2015). Designing tasks which engage learners with knowledge. In I. Thompson, (ed.), Designing tasks in secondary education: Enhancing subject understanding and student engagement. (p, 13 – 27). Routledge.
Frisk, E., & Larson, K.L. (2011). Educating for sustainability: Competencies and practices for transformative action. Journal of Sustainability Education, 2(1), 1–20.
Gay, L.R., Mills, G.E., & Airasian, P. (2006). Educational research: Competencies for analysis and applications. (8th ed.). Prentice Hall.
German Geographical Society. (2014). Educational standards in geography for the Intermediate School Certificate with sample assignments. http://geographie didaktik.org/wpcontent/uploads/2014/11/edustandardsgeo32014web.pdf.
Global Sustainable Development Report. (2019). The future is now: Science for achieving sustainable development. United Nations.
Grandisoli, E., Telles, R., Assumpção, C.M., & Curi, D. (2011). The concept of sustainability among elementary students in Brazil. Literacy Information and Computer Education Journal, 2(1), 310-316.
Guo, F., & Yushan, D. (2022). An empirical study of situational teaching: Agricultural location in high school geography. Sustainability, 14, 8676.
Haubrich, H., Reinfried, S., & Schleicher, Y. (2007). Lucerne Declaration on geographical education for sustainable development. In. S. Reinfried, Y. Schleicher, & A. Rempfler, (eds.), Geographical views on education for sustainable development. Proceedings of the Lucerne-Symposium, Switzerland. Geographiedidaktische Forschungen. 42, 243 -250.
Hawa, N.N., Zakaria, S.Z.S, Razman, M.R., & Majid, N.A. (2021). Geography education for promoting sustainability in Indonesia. Sustainability. 13(4340).
Hittleman, D.R., & Simon, A.J. (2002). Interpreting educational research: An introduction for consumers of research. (3rd ed.). Prentice Hall.
Huitema, B.E. (ed.). (2011). Quasi-ANCOVA: When treatments affect covariates. In The analysis of covariance and alternatives: Statistical methods for experiments, quasi‐experiments, and single‐case studies. (p, 297-309). John Wiley & Sons, Inc.
Inokoba, P.K., Adebowale, A.-S., & Perepreghabofa, J. (2010). The African metaphysical worldview and its prostrate condition of backwardness. Journal of Human Ecology, 29(1), 23-31.
Ito, H., & Igano, C. (2020). Place-based environmental education to promote eco initiatives: the case of Yokohama, Japan. Regional Studies, Regional Science, 7(1), 292–308.
Joyce, B., Weil, M., & Calhoun, E. (2004). Models of teaching. (7th ed.). Allyn and Bacon.
Kagoda, A.M (2009). Integrating appropriate indigenous knowledge in the geography lessons in secondary schools of Uganda. Current Research Journal of Social Sciences, 1(3), 117-122.
Kozak, S., & Elliot, S. (2014). Connecting the dots. Learning for a Sustainable Future.
Kementerian Pendidikan Malaysia. (2015). Dokumen Standard Kurikulum dan Pentaksiran Geografi Tingkatan 1: Kurikulum Standard Sekolah Menengah. Bahagian Pembangunan Kurikulum.
Kruger, D., & De Beer, J. (2019). Infusing indigenous knowledge in the life sciences classroom: Design principles for creating an Ethnobiological Matrix. Proceedings of Teaching and Education Conferences. International Institute of Social and Economic Sciences. DOI:10.20472/TEC.2019 .008.014.
Le Blanc, D. (2015). Towards integration at last? The sustainable development goals as a network of targets. DESA Working Paper. https://www.un.org/esa/desa/ papers /2015/wp141_2015.pdf.
Lehr, T., Lorenzb, U., Willertc, M., & Rohrbeckd, R. (2017). Scenario-based strategizing: Advancing the applicability in strategists' teams. Technological Forecasting & Social Change, 124, 214–224.
Lewis, E., Mansfield, C., & Baudains, C. (2014). Ten tonne plan: Education for Sustainability from a whole systems thinking perspective. Applied Environmental Education & Communication, 13, 128–141.
Liu, T.C., Peng, H., Wu, W.H., & Lin, M.S. (2009). The effects of mobile natural - science learning based on the 5E Learning Cycle: a case study. Educational Technology & Society, 12(4), 344–358.
Lockhart, A.S. (2018). Monitoring ESD: Lessons learned and ways forward. In A. Leicht, J. Heiss, & W. J. Byun, (eds.), Issues and trends in Education for Sustainable Development. (p, 215 -232). UNESCO.
Ministry of Education Singapore. (2023). GEOGRAPHY: Teaching and learning syllabus. upper secondary express and normal (academic). Curriculum Planning and Development Division.
Mohammad Zohir Ahmad @ Shaari & Noorazlina Saidin. (2016). Pengetahuan tentang kearifan tempatan berkait alam sekitar dalam kalangan guru geografi. Geografi, 4(2),1-8.
Morgan, G.A., Leech, N.L., Gloeckner, G.W., & Barret, K.C. (2004). SPSS for introductory statistics: Use and interpretation. (2nd ed.). Lawrence Erlbaum Associates, Publishers.
Näyhä, A. (2021). Backcasting for desirable futures in Finnish forest-based firms. Foresight, 23(1), 50-72.
O’Donoghue, R., Taylor, J., & Venter, V. (2018). How are learning and training environments transforming with ESD? In A. Leicht, J. Heiss & W. J. Byun (eds.), Issues and trends in Education for Sustainable Development. (p, 111-132). UNESCO.
OECD. (2018b). Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework. OECD Publishing.
Olabisi, L.K.S., Kapuscinski, A.R., Johnson, K.A., Reich, P.B., Stenquist, B., & Draeger, K.J. (2010). Using scenario visioning and participatory system dynamics modelling to investigate the future: Lessons from Minnesota 2050. Sustainability, 2, 2686-2706.
Organisation for Economic Cooperation and Development, OECD. (2018a). The future of education and skills Education 2030. OECD Publishing.
P21. (2013). Reimagining citizenship for the 21st Century: a call to action for policymakers and educators. Partnership for 21st Century Skills.
Parkin, S., Johnston, A., Buckland, H., Brookes, F., & White, E. (2004). Learning and skills for sustainable development: Developing a sustainability literate society. Guidance for higher education institutions. http://www.forumfor thefuture.org.uk/files/learningandskills.pdf.
Passon, J., & Schlesinger, J. (2019). Inquiry-based learning in geography. In H.A. Mieg, (ed.), Inquiry-based learning - undergraduate research. (p, 281-290). Springer Open.
Prensky, M. (2012). From digital natives to digital wisdom: Hopeful essays for 21st century learning. Corwin.
Punie, Y. (2007). Learning spaces: an ICT-enabled model of future learning in the knowledge-based society. European Journal of Education, 42(2), 185-199.
Redecker, C., & Punie, Y. (2010). Learning 2.0: Promoting innovation in formal education and training in Europe. In M. Wolpers, P.A. Kirschner, M. Scheffel, S. Lindstaedt, & V. Dimitrova, (eds.), Sustaining TEL: From innovation to learning and practice EC-TEL 2010. (p. 308-323). Springer.
Redecker, C., & Punie, Y. (2013). The future of learning 2025: Developing a vision for change. Future Learning, 1:3-17.
Rieckman, M. (2018). Learning to transform the world: Key competencies in ESD. In A. Leicht, J. Heiss & W. J. Byun (eds.), Issues and trends in Education for Sustainable Development. (p, 39-60). UNESCO Publishing.
Roberts, M. (2023). Powerful pedagogies for the school geography curriculum. International Research in Geographical and Environmental Education, 32(1), 69-84.
Roczen, N., Fischer, F., Fögele, J., Hartig, J., & Mehren, R. (2021). Measuring system competence in education for sustainable development. Sustainability, 13, 4932.
Sannino, A. (2011). Activity theory as an activist and interventionist theory. Theory & Psychology, 21(5),571-597.
Schleicher, J., Schaafsma, M., & Vira, B. (2018). Will the Sustainable Development Goals address the links between poverty and the natural environment? Current Opinion in Environmental Sustainability, 34, 43–47.
Scott, C.L. (2015). The Futures of Learning 2: What kind of learning for the 21st century? UNESCO Education Research and Foresight.
Stearsa, M., Malcolmb, C., & Kowlasc, L. (2003). Making use of everyday knowledge in the science classroom. African Journal of Research in Mathematics, Science and Technology Education, 7(1),109-118.
Stibbe, A. (Ed.). (2009). The handbook of sustainability literacy: Skills for a changing world. Green Books Ltd.
Streiling, S., Hörsch, C., & Rieß, W. (2021). Effects of teacher training in systems thinking on biology students - an intervention study. Sustainability, 13,7631.
Sutter, W.N. (2006). Introduction to educational research: a critical thinking approach. SAGE Publications.
Taber, K.S. (2018). The use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48,1273-1296.
Taylor, L. (2008). Key concepts and medium term planning. Teaching Geography. 33(2), 50−54.
Taylor, M., & Richards, L. (2015). Geography and social inquiry: An effective tag team? In M. Taylor, L. Richards & J. Morgan (eds.), Geography in focus: Teaching and learning in issues-based classrooms. (p, 1-20). NZCER Press.
Tofade, T., Elsner, J., & Haines, S.T. (2013). Best practice strategies for effective use of questions as a teaching tool. American Journal of Pharmaceutical Education. 77(7),155.
United Nations Educational, Scientific and Cultural Organization, UNESCO. (2010). Education for Sustainable Development lens: a policy and practice review tool: Education for Sustainable Development in action learning & training tools no. 2. UNESCO Education Sector.
UNESCO (2012). Shaping the Education of Tomorrow 2012 Report on the UN Decade of Education for Sustainable Development. UNESCO.
UNESCO (2017). Education for Sustainable Development Goals: Learning Objectives. UNESCO Education Sector.
van der Schee, J.A. (2000). Helping children to analyse a changing world: Looking for patterns and relationships in space. In M. Robertson, & R. Gerber, (eds.), The child’s world: Triggers for learning. (p, 214 – 231). Australian Council for Educational Research.
Vergragt, P.J. and Quist, J. (2011). Backcasting for sustainability: Introduction to the special issue. Technological Forecasting and Social Change, 78(5), 747-755.
Waltner, E-M., Rieß, W., & Mischo, C. (2019). Development and validation of an instrument for measuring student sustainability competencies. Sustainability, 11(6), 1-20.
Weinert, F.E. (2001). Defining and selecting key competences: Concept of competence - A conceptual clarification. In D.S. Rychen, & L.H. Salganik, (eds.), Defining and selecting key competencies. (p, 45-66). Hogrefe & Huber.
Weiss, G., & Gohrbandt, E. (2018). This question is too personal! Guided inquiry as part of teaching human geographical research methods. Review of International Geographical Education Online (RIGEO), 8 (1), 149-175.
Wenger, E., McDermott, R., & Snyder, W. M. (2002). A guide to managing knowledge: Cultivating communities of practice. Harvard Business School Press.
Widener, J.M., Gliedt, T., & Tziganuk, A. (2016). Assessing sustainability teaching and learning in geography education. International Journal of Sustainability in Higher Education. 17(5), 698-718.
Wiek, A., Withycombe, K.L., & Redman, C.L. (2011). Key competencies in sustainability-A reference framework for academic program development. Sustainability Science, 6(2), 203–18.
White, H., & Sabarwal, S. (2014). Quasi-experimental design and methods, methodological briefs: Impact evaluation 8. UNICEF Office of Research.
Wood, B. E. (2013). What is a social inquiry? Crafting questions that lead to deeper knowledge about society and citizenship. Set: Research Information for Teachers. 3,20–28.
Yates, J.F., & de Oliveira, S. (2016). Culture and decision making. Organizational Behavior and Human Decision Processes, 136,106–118.
Yli-Panula, E., Jeronen, E., & Lemmetty, P. (2020) Teaching and learning methods in geography promoting sustainability. Education Science. 10(5).
Zorfass, J. M., & Dorsen, J. (2002). ScienceQuest: Literacy development within an informal science education initiative. Reading Online. 5(7).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Nik Mohd Zaki Nik Mohamed, Abdul Talib Mohamed Hashim
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
