“…In the general system theory, von Bertalanffy (1968) derived the idea of systems thinking from many different fields, including systems in natural and social sciences, by seeing the commonality in methodological thinking. Given this broad definition of systems thinking, research in science education has identified many different types of thinking processes that fall under the umbrella of systems thinking, such as thinking in levels (Boersma et al, 2011; Wilensky & Resnick, 1999), causal reasoning (Hmelo‐Silver et al, 2000; Jacobson & Wilensky, 2006), mechanistic reasoning (Hmelo‐Silver et al, 2017; Krist et al, 2019; Russ et al, 2008), structure–function‐behavior (Hmelo et al, 2009; Lavi et al, 2020), dynamic thinking (Hrin et al, 2017; Maani & Maharaj, 2004), cyclic thinking (Ben‐Zvi‐Assaraf & Orion, 2005; Hrin et al, 2017), and interdisciplinary thinking (Stratford et al, 1998; You et al, 2018). Mambrey, Timm, et al (2020) offered a more operationalized definition: “as a conceptual skill in which superordinate principles of complex systems are taken into account when understanding and predicting the interplay and function of their elements” (p. 3).…”