Systems thinking: Teachers' emerging conceptions and implementation

Abstract

A systems thinking approach to classroom instruction is a relatively new instructional method, and effects of this approach have not been comprehensively documented even though interest in this approach is growing rapidly. This study examines teachers, emerging conceptions and implementation of systems thinking as a instructional methodology. The investigation explores the challenge of developing a systems thinking orientation among educators. Findings are based on the learning experiences of four middle school teachers working in an urban Northwestern school setting. A case study, ethnographic approach was used to investigate the teachers' emerging conceptions and implementation of systems thinking in their classrooms. Data were derived from journal entries, interviews, observation and classroom artifacts. Findings suggested that teachers perceived systems thinking as a beneficial classroom methodology, yet evidence supporting the validity of this perception was insufficient. In addition, teachers viewed systems thinking as an important life-long orientation and incorporated this view in their teaching. The impact of professional development structures such as training, resources, coaching, planning time, outside assistance, and a collegial atmosphere was significant. It was evident that teachers involved with systems thinking developed and articulated theories about the effects of systems thinking on their students.