Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany

Autor: Refika Olgan, Gaye Teksöz, Şebnem Feriver, Matthias Barth
Rok vydání: 2019
Předmět:
Early childhood education
preschool children
Education for Sustainable Development
lcsh:TJ807-830
Geography
Planning and Development
lcsh:Renewable energy sources
Psychological intervention
010501 environmental sciences
Management
Monitoring
Policy and Law
01 natural sciences
Developmental psychology
Systems thinking
lcsh:Environmental sciences
0105 earth and related environmental sciences
lcsh:GE1-350
Renewable Energy
Sustainability and the Environment
Unintended consequences
lcsh:Environmental effects of industries and plants
Preschool children
05 social sciences
Perspective (graphical)
systems thinking
education for sustainable development
050301 education
Education for sustainable development
Sustainability education
Environmental studies
lcsh:TD194-195
Case study research
Didactics of elementary social studies and science
early childhood education
0503 education
Zdroj: Sustainability
Volume 11
Issue 5
Feriver, Ş, Olgan, R, Teksöz, G & Barth, M 2019, ' Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany ', Sustainability, vol. 11, no. 5, 1478 . https://doi.org/10.3390/su11051478
Feriver, Ş, Olgan, R, Teksöz, G & Barth, M 2019, ' Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany ' Sustainability, vol 11, no. 5, 1478 . DOI: 10.3390/su11051478
Sustainability, Vol 11, Iss 5, p 1478 (2019)
ISSN: 2071-1050
DOI: 10.3390/su11051478
Popis: This study presents an attempt to contribute to the field of Education for Sustainable Development (ESD) by conceptualizing systems thinking skills of four- to six-year-old preschool children with the role of age in this particular skill. For this purpose, we developed and tested a method and instruments to assess and conceptualize systems thinking skills of 52 preschool children in early childhood education contexts from Turkey and Germany. By employing qualitative case study research, we concluded that the young children showed some signs of complex understanding regarding systems thinking in terms of detecting obvious gradual changes and two-step domino and/or multiple one-way causalities, as well as describing behavior of a balancing loop. However, their capacity was found to be limited when it comes to detecting a reinforcing loop, understanding system mechanisms by acknowledging the unintended consequences, detecting hidden components and processes, demonstrating multi-dimensional perspective, solving problems through high-leverage interventions, and predicting the future behavior of the system. Age had a notable effect on the total systems thinking mean scores of the participants.
Databáze: OpenAIRE
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