Development and validation of climate change system thinking instrument (CCSTI) for measuring system thinking on climate change content

Systems thinking assessments in engineering: A systematic literature review

“…In the behavior‐based assessments, individuals were asked to select from multiple statements to determine actual knowledge or skill. The Climate Change System Thinking Instrument (CCSTI), a behavior‐based assessment, was considered part of the scenario and multiple‐choice grouping because the multiple‐choice questions provided background information and needs (Meilinda et al, 2018).…”

“…Ten of the 27 assessments utilized environmental topics ranging from sustainability to resource and energy use to ecology (Benninghaus et al, 2019b;Brandstädter et al, 2012;Hu & Shealy, 2018;Keynan et al, 2014;Meilinda et al, 2018;Rehmann et al, 2011;Zoller & Scholz, 2004). No other contexts frequently occurred; rather, there was a wide variety of content areas, such as information systems (Lavi et al, 2020), an export management company (Jaradat, 2014), and heating expenses in a village (Grohs et al, 2018).…”

“…The source papers for Jaradat and Castelle's Assessment (Castelle & Jaradat, 2016;Jaradat, 2014), Jaradat, Hamilton, Dayarathna, et al's Assessment (Jaradat et al, 2019) and Keynan, Ben-Zvi Assaraf, and Goldman's Assessment (Keynan et al, 2014) used both "systems thinking" and "system thinking". Three assessments (Brandstädter et al, 2012;Meilinda et al, 2018;Zoller & Scholz, 2004) only used "system thinking" with two (Brandstädter et al, 2012;Meilinda et al, 2018) including references on "systems thinking".…”

“…Ten of 13 Group 3 assessments included identifying individual aspects of the problem, which we defined as attending to elements. Elements included objects and processes (Lavi et al, 2020(Lavi et al, , 2021, components (Meilinda et al, 2018), the system's structure (Brandstädter et al, 2012), key variables (Rehmann et al, 2011), terms (Keynan et al, 2014), or information cards (Benninghaus et al, 2019b). One example of an assessment that emphasized elements was Hrin, Milenkovi c, Segedinac, and Horvat's Assessment, which rated participants in part based on identifying concepts to fill in the Systemic Synthesis Questions [SSynQs] (Hrin et al, 2017).…”

Traditional Biotechnology Content as a Media in Engaging Students with System Thinking Skills

“…However, research has now begun on the profile of STS in junior high school students who are still in the low category on the topic of Life Organization Systems (Sembiring, Rustaman, & Rohman, 2017). For the college level, system thinking instruments have been developed on climate change content and students show positive responses and better understand climate change (Meilinda, Rustaman, Firman, & Tjasyono, 2017;Meilinda et al, 2018), and on other findings in the form of quality analysis argumentation and level of mastery of concepts that can describe students' STS in Human Physiology learning (Nursani, 2014). The results of the preliminary research in the lectures on Plant Physiology concluded that students' STS are still low, especially in connecting between topics and even thinking separately (fragmented) among the concepts in the subject of Plant Physiology (Agustina, et al, 2017a).…”