Effect of Integrating Systems Thinking in an E-Learning Module for Climate Change

Date of Award

1-7-2022

Document Type

Thesis

Degree Name

Master of Science in Science Education

First Advisor

Queena N. Lee-Chua, PhDCharlotte Kendra G. Gonzales, PhD

Abstract

Initiative (HHI) survey among 5,184 Filipinos showed that 59.9 percent reported having some awareness about climate change on a low to inadequate level and only 11.7 percent are well informed about this global issue (Bollettino et al., 2020). Science literacy is vital for understanding climate change and building climate literacy for citizens to know and understand climate science, the impacts of climate change, and ways to adapt to and mitigate its effects. Making connections between human actions and their effects on climate change is included in the learning competencies of the Programme for International Student Assessment (PISA).

Systems thinking is an approach that looks at the relationship of each variable in a system. It is critical to integrate systems thinking to comprehend climate science and manage climate change (Ballew, 2019). This study utilized a mixed-method research design. The objective is to determine if systems thinking affects the global climate literacy of teacher-participants as they translate climate information to their students.

Participants were divided into two groups: the systems thinking group, and the non-systems thinking group. E-learning modules with similar content (except for the presence or absence of systems thinking) were implemented for both groups for about 15 hours. Quantitative data were analyzed using paired t-tests to check for significant differences between the results of the pre- and post-tests for each group. Independent t- tests compared and contrasted the level of knowledge, depth of learning, and reasoningof both groups. Qualitative data were also analyzed using content analysis.

Keywords: Systems thinking, climate change, e-learning module, science literacy, PISA

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