SITUATION BASED LEARNING APPROACH FOR ENHANCING 9th GRADE STUDENTS' SYSTEMS THINKING ABOUT ECOSYSTEMS

Abstract

This action research aimed to 1) describe and explain a situation-based learning approach to enhance the 9^th grade students’ systems thinking about ecosystems, and 2) study’ their progression of systems thinking in the classroom. The participants were 27 students. The research instruments included lesson plans, reflective journals, systems thinking surveys, and student learning notes. The research was conducted over three cycles. The data were analyzed using content analysis and triangulation. The findings indicated that the situation-based learning approach should follow these guidelines: 1) The topics or stories that students are interested in should be used to pique their interest; 2) grouping should allow for participation by all, a clear explanation of roles, and rehearsal of roles prior to presentation; 3) stimulating the performance of the group leader's roles and responsibilities in facilitating discussions; 4) encouraging every student to participate in expressing their opinions and understanding during the discussion; 5) Evaluating students using novel situations that are similar but not identical to previous learning situations In addition, it was found that students developed four systems thinking skills; advocacy, causal loops, inquiry, and reflective thinking, in that order.